AI Literacy and Academic Functioning

Background: Artificial intelligence (AI) is increasingly integrated into higher education and healthcare, making AI literacy and attitudes toward AI relevant competencies for health professions students. However, their relationships with self-reported academic functioning among graduate midwifery students remain unclear. Methods: To examine the relationships among self-reported academic functioning, AI literacy, and attitudes toward AI among graduate midwifery students. A descriptive-correlational, cross-sectional study. The study included 233 graduate midwifery students at Blinded. Data were collected using an online survey comprising a Personal Information Form, the Academic Success Inventory for College Students, the AI Literacy Scale, and the positive attitude subscale of the General Attitudes toward AI Scale. Descriptive statistics, group comparisons, Pearson correlation analysis, and multiple linear regression analyses were performed. Results: Self-reported academic functioning was negatively correlated with AI literacy (r = −0.234, p < 0.01) and positive attitudes toward AI (r = −0.160, p < 0.05). In the regression model, internet usage duration (β = −0.272, p < 0.001), AI literacy (β = −0.286, p < 0.001), and positive attitudes toward AI (β = −0.187, p = 0.003) were negatively associated with self-reported academic functioning. Knowledge of AI-supported programs and receiving AI-related education were positively associated with AI literacy, whereas self-reported academic functioning and positive attitudes toward AI were negatively associated with AI literacy. Conclusions: AI-related characteristics and self-reported academic functioning were significantly associated but should not be interpreted causally. AI literacy in graduate midwifery education should emphasize critical evaluation, ethical awareness, and purposeful use.