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<p>In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within Higher Education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age.</p>

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Optimism or pessimism? Rethinking artificial intelligence experience in higher education institutions – the mediation and moderation analysis

  • 期刊论文

  • 发表日期：

    2026年1月16日

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  • Ngoc Bich Do,
  • Hue Minh Nguyen,
  • Hai-Ninh Do

摘要

In an increasingly turbulent world shaped by rapid technological advancement and intensifying geopolitical tensions, the integration of Artificial Intelligence (AI) within Higher Education Institutions (HEIs) presents both opportunities and ethical complexities. Among HEIs’ most critical objectives is enhancing students’ employability and adaptability in the evolving labor market. This study aims to explore the relationship between AI experience and future career adaptability, with a focus on the mediating role of job insecurity and Career prospective estimation, as well as the moderating role of psychological distress. This study adopted a quantitative study with 385 participants from HEIs. The findings indicate that students with stronger AI experience exhibit higher levels of career adaptability and vocational learning capabilities. Furthermore, the career prospective estimation acts as a mediator to bridge AI experience and learning ability. Lastly, the moderator role of psychological distress was found to have a negative relationship with AI experience, job insecurity, and career prospective estimation. This study offers theoretical and practical implications for students, educators, and HEIs, highlighting the importance of strategically guided AI adoption to foster career readiness and adaptability in the digital age.