Investigating the Relationship between AI Literacy and Ethical AI Use among Cambodian Undergraduate Students: The Mediating Role of Perceived AI Ethics

Chhayna Cheng

doi:10.63081/uejtl.v3i3.279

Authors

Chhayna Cheng BELTEI International University https://orcid.org/0009-0007-5195-8867

AI Literacy, AI Ethical Use, Perceived AI Ethics, Undergraduate Students

Abstract

With the growing integration of artificial intelligence (AI) into higher education, promoting students’ ethical AI use has become an important concern. However, empirical evidence on the relationships among AI literacy, perceived AI ethics, and AI ethical use remains limited, particularly in Cambodia. This study examines the relationships among AI literacy, perceived AI ethics, and AI ethical use, including the mediating role of perceived AI ethics. Using a quantitative correlational design, data were collected from 286 undergraduates at four Cambodian universities through convenience sampling and analyzed with SPSS and SmartPLS. AI literacy positively influenced perceived AI ethics (β = 0.732, p < 0.001) and AI ethical use (β = 0.254, p = 0.005), and perceived AI ethics positively affected AI ethical use (β = 0.571, p < 0.001). Perceived AI ethics also partially mediated the relationship between AI literacy and AI ethical use (β = 0.418, p < 0.001). The model explained 53.6% of the variance in perceived AI ethics and 60.3% in AI ethical use. These findings highlight the need to strengthen AI literacy and ethical perceptions, with implications for policymakers, universities, and educators. Future research should validate the model in other contexts.

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