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Kareen Guscott, University of the West Indies, JamaicaAbstract
This paper explores how students at a Caribbean higher education institution engage with digital technologies and artificial intelligence (AI) tools in online learning environments, and how these experiences shape their academic self-efficacy. As AI tools such as ChatGPT, Grammarly, and Microsoft Copilot become embedded in everyday academic practices, questions of digital equity extend beyond access to devices and connectivity to include skills, confidence, and institutional guidance. Using a convergent mixed-methods design, the study draws on survey data from 141 students and in-depth interviews with nine participants. Findings indicate that students’ confidence in online learning is closely connected to their digital competence and their ability to navigate technological challenges. AI tools were often used to support writing, idea generation, and academic organisation, and many students described these tools as helping them feel more capable and independent in their studies. At the same time, AI engagement was uneven. Some students limited or avoided AI use due to concerns about academic integrity, unclear institutional policies, or uncertainty about how to use the tools responsibly and effectively. The study interprets these patterns through Bandura’s Self-Efficacy Theory, showing how confidence develops through successful digital experiences but can be constrained by structural barriers and ambiguous expectations. While AI has potential to support learning, its benefits are shaped by access, literacy, and clarity of guidance. The paper argues that equitable AI integration in higher education requires not only access to technology but also the development of critical AI literacy and supportive learning environments that build students’ confidence and ability to work independently.
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Conference: SEACAH2026Stream: Humanities - Teaching and Learning
This paper is part of the SEACAH2026 Conference Proceedings (View)
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