A Survey on the Digital Literacy of Cross-Border E-Commerce Students under AI-Assisted Teaching: An SEM Approach

Xue Yi

doi:10.6918/IJOSSER.202510_8(10).0041

Authors

Xue Yi

DOI:

https://doi.org/10.6918/IJOSSER.202510_8(10).0041

Keywords:

Digital literacy, Cross-border e-commerce, AI-assisted teaching, AI engagement, Structural equation modeling

Abstract

With the growing integration of Artificial Intelligence (AI) into education, digital literacy has become a fundamental competency for students in cross-border e-commerce programs. This study investigates how students’ AI engagement influences their digital literacy in AI-assisted teaching environments. Using Structural Equation Modeling (SEM), this research conceptualizes AI engagement through four dimensions: Personalization and Adaptivity, Interactivity and Feedback, Learning Analytics Support, and Perceived Usefulness of AI Tools—and digital literacy through six dimensions: Digital Business Operation Skills, Digital Marketing and Communication, Data and Information Management, Cross-Border Compliance and Security, Digital Content Creation and Innovation, and Ethical and Entrepreneurial Awareness. A survey of 386 cross-border e-commerce undergraduates was conducted across multiple universities. Results reveal that all four dimensions of AI engagement significantly and positively predict students’ digital literacy, with the strongest effects observed for Perceived Usefulness and Interactivity and Feedback. These findings highlight the crucial role of AI engagement in enhancing domain-specific digital literacy and provide implications for curriculum design in AI-driven education.

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