Evidence from Lesotho Secondary Schools on Students' Intention to Engage in Artificial Intelligence Learning

Limited research has been conducted on students' intention to learn artificial intelligence (AI) in Lesotho, despite the growing importance of smart education in improving learning experiences and equipping students with skills to address societal, technological, and environmental challenges. This study investigated the factors influencing students' intention to learn AI in Lesotho's secondary schools. The research aimed to understand the impact of attitudes toward learning AI, confidence in learning AI, self-efficacy in learning AI, and subjective norms on students' intentions. A cross-sectional survey was conducted with 707 secondary school students in Lesotho. The survey covered demographic information, familiarity with AI, attitudes toward learning AI, confidence in learning AI, self-efficacy in learning AI, subjective norms, and intention to learn AI. The findings indicated that 78.1 % of the respondents held a positive attitude toward learning AI, and 73.1 % expressed confidence in their ability to learn AI. Additionally, 74.4% of the students believed they could learn AI, and 82.4% acknowledged the influence of peer pressure, teachers, and family in their decision to pursue AI classes. Subjective norms were found to significantly influence students' intentions to learn AI. Students who perceived their peers and teachers as valuing AI learning were more likely to engage in it. Moreover, students' attitudes, confidence, and self-efficacy toward learning AI positively impacted their intention to learn it. Based on the results, the study suggests that creating a supportive social environment that values AI education, fostering positive attitudes toward learning AI, and enhancing students' confidence and self-efficacy can increase their intentions to learn AI in Lesotho. These findings offer valuable insights for policymakers, educators, and stakeholders in Lesotho and similar contexts.