Manuscript received April 16, 2026; accepted August 29, 2026; published October 16, 2026.

Abstract—The adoption of Artificial Intelligence (AI) influences everyone’s life, since it has recently made remarkable achievements. It also has an impact on the educational sector. Through the questionnaire, data related to various factors such as digital, pupil-related, academic and curricular, communal and ecological, and moral and behavioral factors are collected from higher education students. The quantitative and qualitative features are analyzed using statistical tools. A convergent mixed-methods design was employed, combining quantitative surveys of 414 undergraduate and postgraduate students with qualitative interviews of 13 purposively selected participants. Confirmatory factor analysis validated the multidimensional measurement model, while correlation analysis and thematic interpretation highlighted strong interrelationships among AI-related factors and overall learning achievement. Findings indicate that technological readiness, student engagement, pedagogy, social environment, and ethical awareness collectively enhance learning outcomes. The study provides evidence-based insights for educators, administrators, and policymakers seeking to implement AI-supported, student-centred learning strategies in higher education.
 
Keywords—artificial intelligence, learning achievement, higher education, digital learning, student engagement, mixed-methods research, CFA/SEM analysis, technology-enhanced learning

Cite: Sornakumari and J. Samuel Jesudoss, "Learning Achievement—doption of Artificial Intelligence in Higher Education," International Journal of Learning and Teaching, Vol. 12, No. 4, pp. 323-329, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).