Аннотация
This study aims to examine the relationships among university students’ artificial intelligence (AI) literacy, AI ethical awareness, and technology use, and to determine the mediating role of AI ethical awareness in this relationship. The sample of the study consisted of 438 university students in Kazakhstan (233 female, 205 male). Data were collected using the AI literacy scale, AI ethical awareness scale, and technology use scale. Pearson correlation analysis, independent samples t-test, one-way analysis of variance, and mediation analysis with PROCESS macro (version 4.2) were employed for data analysis. The findings revealed that male students scored significantly higher than female students in AI ethical awareness and technology use according to the gender variable. Significant differences were found among age groups in terms of AI ethical awareness and technology use, with students aged 27 and above obtaining the highest scores. Regarding the field of study variable, social sciences students had the highest means in AI ethical awareness and technology use, whereas health sciences students demonstrated the lowest scores. The results indicated positive and significant relationships among AI literacy, AI ethical awareness, and technology use. Mediation analysis results revealed that AI ethical awareness played a partial mediating role in the effect of technology use on AI literacy. Technology use had both direct and indirect effects on AI literacy through AI ethical awareness. In conclusion, this study demonstrated that technology use influences AI literacy both directly and indirectly through the development of ethical awareness. The findings suggest that AI literacy education in higher education institutions should be designed with holistic approaches that incorporate ethical dimensions alongside technical content.