Artificial Intelligence Self-Efficacy and Work Readiness among Final-Year University Students: Implications for Sustainable Workforce Development
DOI:
10.29303/jppipa.v12i10.15833Published:
2026-10-18Downloads
Abstract
The rapid integration of artificial intelligence (AI) into higher education and professional environments has increased the importance of understanding psychological factors associated with graduates' readiness for employment. This study examined the association between Artificial Intelligence Self-Efficacy (AISE) and Work Readiness among final-year students at Universitas Indonesia and explored its implications for sustainable workforce development. A quantitative cross-sectional correlational design was employed involving 115 students selected through purposive sampling. Data were collected using the Artificial Intelligence Self-Efficacy Scale (AISES) and the Work Readiness Scale (WRS) and analyzed using descriptive statistics, Pearson product–moment correlation, and simple linear regression. The results revealed a significant positive association between AISE and Work Readiness (r = .580, p < .001). AISE explained 33.6% of the variance in Work Readiness (R² = .336). Although most participants demonstrated high AISE, Work Readiness was predominantly moderate, suggesting that confidence in using AI alone does not fully explain graduates' readiness for employment. These findings indicate that AISE represents an important psychological factor associated with workforce readiness while highlighting the multidimensional nature of Work Readiness. The study extends the application of AISE to workforce readiness and provides practical implications for higher education institutions in preparing graduates for AI-integrated workplaces.
Keywords:
Artificial Intelligence Higher education Self-Efficacy Sustainable workforce development Work readinessReferences
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