<p>With the widespread application of generative artificial intelligence (AI), leveraging this emerging technology to enhance college students’ AI-use self-efficacy (AISE) has become a new challenge in the field of education. This study employs a multi-level analytical framework to explore the role of generative AI usage (AITU) in shaping students’ AISE, with learning motivation (LM) and digital literacy (DL) as mediators, while offering an innovative perspective on the interaction between individuals and their environment. The results reveal that generative AI not only enhances learning efficiency but also boosts students’ confidence in their abilities by stimulating learning motivation and improving digital literacy. Moreover, environmental support factors, such as social support norms (SN) and facilitating conditions (FC), significantly moderate this effect, with more pronounced improvements in self-efficacy under favorable support conditions. Drawing on ABC theory and technology diffusion theory, this study develops a multi-level mediation model, offering a new theoretical perspective on how generative AI impacts students’ AISE through the interaction between individuals and their environment, while also providing important theoretical insights for educational technology reform and collaborative learning practices.</p>