Abstract

Technology integration, especially artificial intelligence (AI), has the potential to improve learning efficiency by providing rapid access to knowledge and related competencies, while addressing AI-related anxiety is crucial for fostering an inclusive and supportive learning environment. This empirical study investigated the impact of gender and digital literacy on undergraduates’ AI anxiety, using samples from Southwestern Nigerian universities. Underpinned by the Unified Theory of Acceptance and Use of Technology (UTAUT), this study utilized the survey research design. The population of this study comprised undergraduate students in public Southwestern Nigerian universities, with samples selected using the multistage sampling procedure. Two adapted questionnaires were used for data collection: the Undergraduates’ Artificial Intelligence Anxiety Scale (UAIAS; α = 0.82) and the Undergraduates’ Digital Literacy Scale (UDLS; α = 0.87). These questionnaires were hosted via Google Forms on students’ academic and social platforms (Telegram and WhatsApp). Results indicate moderate levels of perceived digital literacy and AI anxiety among the sampled undergraduates and that gender influences undergraduates’ AI anxieties, with male students having significantly higher AI anxiety levels than their female counterparts. Addressing gender disparities and inequality in higher education should receive more attention, and students should participate in rigorous professional development programs to improve their digital literacy, acceptance, and adoption of AI, as well as to reduce their fears of the technology.