.jpg)
Email this article 
.png)
.png)
Integrating AI-Driven Adaptive Learning and Self-Determination Theory to Enhance Employability Skills: Evidence from Vocational Higher Education
Abstract
This study tests an integrated structural model linking Artificial Intelligence (AI) use in learning, psychological factors derived from Self-Determination Theory (SDT), and employability skills among vocational education students. Specifically, AI is positioned as a contextual support associated with the fulfillment of competence, autonomy, and relatedness. A quantitative, cross-sectional design was employed using self-reported data from 263 vocational students in Indonesia, which were analyzed through Structural Equation Modeling (SEM). The results show that competence, autonomy, and relatedness are significantly associated with employability skills, with competence emerging as the strongest predictor. AI use demonstrates a significant indirect effect on employability skills, primarily through competence. In contrast, burnout, learning anxiety, and learning motivation do not show significant direct associations with employability skills, suggesting that psychological need fulfillment plays a more central role in the model. This study contributes to the literature by situating AI within the SDT framework as a contextual enabler of psychological need fulfillment in vocational education. The findings indicate that AI-supported learning environments are associated with stronger fulfillment of competence, autonomy, and relatedness, which in turn are linked to employability development. Practically, the results highlight the importance of designing AI-assisted learning environments that support competence, autonomy, and relatedness
Keywords
Full Text:
PDFReferences
Abbasi, F. K., Ali, A., & Bibi, N. (2018). Analysis of skill gap for business graduates: Managerial perspective from banking industry. Education + Training, 60(4), 354–367. https://doi.org/10.1108/ET-08-2017-0111
Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreira-Oliveira, A. T. (2020). Graduate employability and competence development in higher education—A systematic literature review using PRISMA. Sustainability, 12(15), Article 5900. https://doi.org/10.3390/su12155900
Achuthan, K. (2025). Artificial intelligence and learner autonomy: A meta-analysis of self-regulated and self-directed learning. Frontiers in Education, 10, 1738751. https://doi.org/10.3389/feduc.2025.1738751
Ardiansyah, W. M. (2023). Peran teknologi dalam transformasi ekonomi dan bisnis di era digital. JMEB Jurnal Manajemen Ekonomi & Bisnis, 1(1), 12–16.
Arly, A., Dwi, N., & Andini, R. (2023). Implementasi penggunaan artificial intelligence dalam proses pembelajaran mahasiswa ilmu komunikasi di kelas A. Prosiding Seminar Nasional Ilmu Ilmu Sosial (SNIIS), 2, 362–374.
Asad, M. M., & Ajaz, A. (2024). Impact of ChatGPT and generative AI on lifelong learning and upskilling learners in higher education: Unveiling the challenges and opportunities globally. The International Journal of Information and Learning Technology, 41(5), 507–523. https://doi.org/10.1108/IJILT-03-2023-0059
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., Wang, L.C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41, 745–783. https://doi.org/10.1007/s10490-023-09871-y
Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2024). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7), 3240–3256. https://doi.org/10.1080/10494820.2023.2172044
Ciolacu, M., Tehrani, A. F., Binder, L., & Svasta, P. M. (2018). Education 4.0—Artificial intelligence assisted higher education: Early recognition system with machine learning to support students’ success. 2018 IEEE 24th International Symposium for Design and Technology in Electronic Packaging (SIITME), 23–30. https://doi.org/10.1109/SIITME.2018.8599203
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108
Eimer, A., & Bohndick, C. (2023). Employability models for higher education: A systematic literature review and analysis. Social Sciences & Humanities Open, 8(1), Article 100588. https://doi.org/10.1016/j.ssaho.2023.100588
Ergün, M., & Şeşen, H. (2021). A comprehensive study on university students’ perceived employability: Comparative effects of personal and contextual factors. SAGE Open, 11(3). https://doi.org/10.1177/21582440211036105
Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), Article 100027. https://doi.org/10.1016/j.rmal.2022.100027
Haron, M. A., Hussain, M. A. M., Zulkifli, R. M., Nashir, I. M., & Ma’arof, N. N. I. (2019). Employability skills needed by vocational college graduates: Feedback from the industry. Journal of Technical Education and Training, 11(4), 13–23. https://doi.org/10.30880/jtet.2019.11.04.002
Huang, C., Tu, Y., He, T., Han, Z., & Wu, X. (2024). Longitudinal exploration of online learning burnout: The role of social support and cognitive engagement. European Journal of Psychology of Education, 39(1), 361–388. https://doi.org/10.1007/s10212-023-00744-y
Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3). doi: https://doi.org/10.36941/ajis-2021-0077
Jackson, D. (2015). Employability skill development in work-integrated learning: Barriers and best practice. Studies in Higher Education, 40(2), 350–367. https://doi.org/10.1080/03075079.2013.842221
Jie, A. L. X., & Kamrozzaman, N. A. (2024). The challenges higher education students face in using artificial intelligence (AI) against their learning experiences. Open Journal of Social Sciences, 12(10), 362–387. https://doi.org/10.4236/jss.2024.1210025
Martin, N., Kelly, N., & Terry, P. (2018). A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness. Australasian Journal of Educational Technology, 34(2). https://doi.org/10.14742/ajet.3722
Meng, N., Mat Deli, M., & Abdul Rauf, U. A. (2025). Educational technology and AI: Bridging cognitive load and learner engagement for effective learning. SAGE Open, 15(4). https://doi.org/10.1177/21582440251395930
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020
Pavlov, G., Maydeu-Olivares, A., & Shi, D. (2021). Using the standardized root mean squared residual (SRMR) to assess exact fit in structural equation models. Educational and Psychological Measurement, 81(1), 110–130. https://doi.org/10.1177/0013164420926231
Qawqzeh, Y. (2024). Exploring the influence of student interaction with ChatGPT on critical thinking, problem solving, and creativity. International Journal of Information and Education Technology, 14(4), 596–601. https://doi.org/10.18178/ijiet.2024.14.4.1975
Radermacher, A., Walia, G., & Knudson, D. (2014). Investigating the skill gap between graduating students and industry expectations. Companion Proceedings of the 36th International Conference on Software Engineering, 291–300. https://doi.org/10.1145/2591062.2591169
Romanova, O. (2022). Embedding employability skills in vocational education and training: What works best for students’ self-evaluation and aspirations?. Journal of Teaching and Learning for Graduate Employability, 13(1), 20-36. https://doi.org/10.21153/jtlge2022vol13no1art1488
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Rosli, M. S., & Saleh, N. S. (2023). Technology enhanced learning acceptance among university students during Covid-19: Integrating the full spectrum of Self-Determination Theory and self-efficacy into the Technology Acceptance Model. Current Psychology, 42(21), 18212–18231. https://doi.org/10.1007/s12144-022-02996-1
Salmela-Aro, K., Upadyaya, K., Vinni-Laakso, J., & Hietajärvi, L. (2021). Adolescents’ longitudinal school engagement and burnout before and during COVID-19—The role of socio-emotional skills. Journal of Research on Adolescence, 31(3), 796–807. https://doi.org/10.1111/jora.12654
Sumra, B., Sultana, A., Elbashir, A. M., et al. (2026). Institutional support and students’ interest in AI: The mediating role of learning aspirations and the moderating effect of gender. TechTrends. https://doi.org/10.1007/s11528-026-01184-3
Van den Broeck, A., Ferris, D. L., Chang, C.-H., & Rosen, C. C. (2016). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42(5), 1195–1229. https://doi.org/10.1177/0149206316632058
Xu, Q., Liu, Y., & Li, X. (2025). Unlocking student potential: How AI-driven personalized feedback shapes goal achievement, self-efficacy, and learning engagement through a self-determination lens. Learning and Motivation, 91, 102138. https://doi.org/10.1016/j.lmot.2025.102138
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education—Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0
DOI: https://doi.org/10.20961/ijpte.v10i1.111742
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 Muhammad Hasim, Ahmad Ardillah Rahman, Iris Sumariyanto, Samnur Samnur, Misita Anwar, Aminuddin Aminuddin
This work is licensed under a Creative Commons Attribution 4.0 International License.
 | International Journal of Pedagogy and Teacher Education Print ISSN: 2597-7792 |