Exploring the Relationship Between Self-Efficacy, Digital Competence, and AI Dependence among Senior College Students in a Private University in Cebu, Philippines

Abstract

The rapid integration of artificial intelligence (AI) in higher education has introduced new learning opportunities while raising concerns about students’ potential overreliance on AI tools. Although prior studies have examined self-efficacy and digital competence independently, limited research has explored their relationship with AI dependence among senior college students in private higher education institutions in developing contexts. This study addresses this gap by investigating the relationship between self-efficacy, digital competence, and AI dependence among senior college students in a private university in Cebu, Philippines, during the academic year 2024–2025. A total of 320 students from the College of Teacher Education participated in the study by responding to adapted survey instruments measuring self-efficacy, digital competence, and AI dependence. Descriptive statistics and Pearson Product Moment Correlation Coefficient (PPMCC) were employed to analyze the data. Results revealed that the respondents demonstrated high levels of self-efficacy and digital competence, indicating strong confidence in performing academic tasks and effective utilization of digital technologies. Furthermore, a significant positive relationship was found between self-efficacy and digital competence, suggesting that students with higher confidence tend to exhibit stronger digital skills. However, no significant relationship was observed between self-efficacy and AI dependence, indicating that the use of AI tools does not necessarily reduce students’ perceived academic capability. These findings contribute to the growing discourse on AI in education and inform the development of a guidance and counseling enhancement plan to promote responsible AI use.