Abstract
The aim of this study is to empirically assess whether the regular use of AI in the educational process can be considered as an indicator of the foster of digital competencies relevant for the future labor market and innovative culture. The theoretical basis is human capital theory, within which the use of AI is interpreted as a form of early investment in digital competencies. The empirical base includes survey data from students in Kazakhstan, Poland, and Ukraine. To test the research hypothesis a parametric t-test with a threshold of 50% is used. The findings indicate that students can act as drivers of AI innovation only if artificial intelligence is widely and constantly integrated into educational practices. From a practical perspective, the results highlight the importance of educational policies focused on the development of digital competencies as a key element in shaping the innovative potential of the future labor market.