AI-Powered learning tools, critical thinking, and problem-solving in tourism education: The moderating role of faculty digital readiness

Résumé fourni par la source

The paper explores how AI-driven learning tools impact critical thinking and problem-solving among tourism learners, with faculty digital readiness identified as a key moderating factor. The study used a sequential mixed-methods approach, combining quantitative and qualitative data collection and analysis. A cross-sectional survey of 409 tourism students from various institutions took place between January and February 2026. Students completed a 20-item questionnaire assessing the perceived effectiveness of AI-powered tools, critical thinking, problem-solving skills, and faculty digital readiness, all rated on a 5-point Likert scale. Quantitative data were analyzed using two complementary methods: descriptive statistics and reliability measures in IBM SPSS version 26, and structural equation modeling (SEM) with SmartPLS version 3. Results showed that AI learning tools had significant direct positive effects on both problem-solving ability and critical thinking. A strong positive correlation exists between critical thinking and problem-solving skills, and between AI usage and problem-solving, suggesting that AI tools first enhance critical thinking, which then boosts problem-solving. Faculty digital readiness strongly moderated the relationships between AI learning tools and both problem-solving and critical thinking. Thus, the success of AI-based learning relies on faculty's methodological competence, pedagogical flexibility, and openness to digital integration. This study is one of the first to systematically explore in depth the interplay among AI-driven learning tools, cognitive skill development, and faculty digital readiness in tourism education.

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