Journal of Global Research in Education and Social Science

Generative artificial intelligence (GenAI) is increasingly used by university students to support information retrieval, idea development, writing, feedback, and learning management, but its educational value may depend on students’ AI literacy and capacity for self-regulated learning. This study examined the associations of AI literacy and self-regulated learning with academic engagement among Indonesian university students who use GenAI. A quantitative associational design was applied to 312 students recruited through purposive online sampling. Data were collected using five-point Likert-scale measures and analysed through validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, an F-test, and the coefficient of determination. AI literacy was positively associated with academic engagement (B = 0.463, t = 12.232, p < 0.001), while self-regulated learning also showed a positive association (B = 0.523, t = 13.263, p < 0.001). The standardised beta coefficient was higher for self-regulated learning (β = 0.496) than for AI literacy (β = 0.457). Together, the two predictors accounted for 64.5% of the variation in academic engagement (R² = 0.645; F = 281.011, p < 0.001). These findings indicate that AI literacy and self-regulated learning are complementary capabilities associated with stronger academic engagement among GenAI-using students. The results support the importance of promoting critical AI use alongside students’ capacity to plan, monitor, and regulate their learning.