Undergraduate students’ perceptions of generative artificial intelligence as a predictor of learning autonomy in Ghana

Abstract

The rapid adoption of generative artificial intelligence (GenAI) in higher education raises important questions about students’ preparedness to use these tools meaningfully, particularly in low-resource contexts where digital access and AI literacy remain limited. This study examined whether undergraduates’ perceptions of GenAI use predict learning autonomy in a Ghanaian higher education setting (N = 969). A cross-sectional survey revealed that more than half of the students reported no prior experience with AI tools, and nearly one out of three had low AI literacy levels. Grounded in Self-Determination Theory (SDT), the data analysis applied descriptive statistics, Pearson’s correlation, and linear regression. Findings demonstrated a strong positive relationship between GenAI perception and learning autonomy, with GenAI perception accounting for 75.8% of the variance in autonomy. While this effect size is unusually high and should be interpreted with caution, the study provides actionable insights for designing educational strategies that equip students with the skills to engage responsibly and effectively with AI tools, thereby fostering autonomy and preparing them for a digitally evolving academic environment.