Document Type : Original Article
Authors
1 Associate Professor, Department of Educational Administration , Farhangian University ,Tehran.Iran
2 Lecturer, Medical Philosophy and History Research Center, university of Medical Sciences,Tabriz, Iran
3 Assistant Professor,Department of Social Sciences and Regional Studies, Educational Studies of Institute, Tehran, Iran
10.22034/jkrs.2025.20201
Abstract
Purpose: This study aims to examine the mediating role of digital skills in the relationship between artificial intelligence (AI) literacy and the quality of educational services at Farhangian University.
Methodology: The present study is applied in purpose and descriptive-correlational in method, utilizing structural equation modeling (SEM). The population consisted of all full-time faculty members and lecturers at Farhangian University of East Azerbaijan Province, totaling 500 individuals. Based on SEM guidelines, a sample of 240 participants was selected through stratified random sampling. Data were collected using questionnaires on AI literacy (Ma & Chen, 2024), digital skills (Rodríguez, van Oosten & Igartu, 2018), and educational service quality (Aboubakr & Bayoumy, 2022; Alayoubi, Al Shobaki & Abu-Naser, 2020). Data analysis was performed using SPSS 26 and AMOS software.
Findlings: The results indicate that the conceptual model demonstrates a good fit. The coefficients of determination were 0.49 for AI literacy, 0.83 for digital skills, and 0.67 for educational service quality, reflecting strong effects of these variables. Hypothesis testing further revealed statistically significant relationships among AI literacy, digital skills, and educational service quality.
Value: This study provides innovative insights into the roles of AI literacy and digital skills in higher education and offers guidance for educational policymakers to bridge existing gaps and enhance service quality.
Keywords
- Artificial Intelligence Literacy
- Digital Skills
- Quality of Educational Services
- Farhangian University
Main Subjects
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