The Role of AI Literacy in University Students' Self-Regulated Learning: A Qualitative Case Study

Abstract

The rapid integration of generative artificial intelligence (AI) into higher education has transformed students' learning practices, yet limited research has explored how AI literacy supports self-regulated learning, particularly within the Indonesian higher education context. This study aimed to explore the role of AI literacy in supporting university students' self-regulated learning through a qualitative case study. The study involved a naturally occurring peer group of five undergraduate students who actively used generative AI in their academic activities. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using thematic analysis. The findings revealed that AI literacy extends beyond technical competence to include critical evaluation, ethical awareness, and strategic AI use, enabling students to plan, monitor, regulate, and reflect on their learning more effectively. Participants viewed AI as a metacognitive learning partner rather than merely a tool for generating answers, fostering greater autonomy and reflective learning. These findings extend current conceptualizations of AI literacy by demonstrating its role as a multidimensional educational competence that reinforces the cognitive and metacognitive processes of self-regulated learning. The study also provides practical implications for integrating AI literacy into higher education curricula, teaching practices, and institutional policies to promote responsible, ethical, and independent AI-supported learning.