Digital transformation processes, together with the rapid diffusion of artificial intelligence (AI) technologies, significantly influence university students’ learning, career planning, and psychosocial adaptation. This study examines the relationships among artificial intelligence literacy, artificial intelligence anxiety, and career decidedness in the digital generation within the context of current literature. Artificial intelligence literacy refers to individuals’ ability to understand and effectively use AI-based systems. Artificial intelligence anxiety is associated with occupational uncertainty and future-related concerns. Career decidedness is linked to individuals’ ability to set occupational goals and make consistent decisions aligned with these goals. In higher education contexts, practices aimed at improving AI literacy may support students’ career planning processes and help manage technology-related anxiety.
Artificial intelligence literacy, Artificial intelligence anxiety, Career decidedness, Digital generation, higher education