Thoriqi Firdaus, Sabar Nurohman
Science education is increasingly recognizing the role of Artificial Intelligence (AI) 's role in teaching and learning. However, students' preparedness in Indonesia to optimally leverage this technology remains a significant issue. This study analyzes the role of Al through the mediation of digital literacy based on factors influencing student engagement in technology-based learning processes and their readiness to face future educational ecosystems. The quantitative research approach utilises Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected via a six-scale questionnaire involving 200 science education students from three universities in Madura Island. The findings reveal that Digital Literacy significantly impacts Future Learning Readiness (\beta =0.389, t = 3.789 p < 0.000), although its effect on Learning is relatively weak (\beta = 0.099, t = 1.118 p > 0.264), Learning Motivation was found to enhance Digital Literacy 0.180, t = 3.126 p < 0.002) and Learning Engagement (\beta = 0.521, 16.821, p < 0), effect on Future Learning Readiness was not significant (\beta = 0.12, t = 1.87 p > 0.062) Self-Regulated Learning significantly influenced Digital Literacy (\beta = 0.236, 12.917, p < 0.004), Future Learning Readiness (\beta = 0.181, t = 2.189 p < 0.029), Learning Engagement (\beta = 0.219, 12.584, p < 0.01). Technology Readiness showed a strong effect on Digital Literacy (\beta = 0.569, t = 8.303 p < 0.000) and Future Learning Readiness (\beta = 0.271, t = 2.762 p < 0.006) but had a minimal impact on Learning Engagement (0.062, 10.800, p > 0.424). These findings provide critical insights into the factors must be considered when designing educational interventions to enhance student engagement and preparedness for future education.</abs> © 2025 IEEE.
Yogyakarta State University, Department of Natural Science Education, Yogyakarta, Indonesia
