Within the global sustainable development agenda, Sustainable Development Goal 4 (SDG 4) highlights improving the accessibility, quality, and learning experience of technical and vocational education and training (TVET). In China, students in vocational colleges often face greater disparities in academic preparation and access to educational resources than their peers in general higher education. Although artificial intelligence (AI) can provide additional learning support and help mitigate such inequalities, there is little empirical evidence on whether and how Gen-AI usage is associated with vocational students’ learning experiences and emotional outcomes, particularly academic anxiety. This study examines how Gen-AI usage is related to academic anxiety among Chinese vocational college students and explores the roles of class engagement and teacher support in this relationship. Drawing on Conservation of Resources (COR) theory, we analyse survey data from 511 students using structural equation modelling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). The SEM results indicate that Gen-AI usage is associated with lower academic anxiety, with class engagement mediating this relationship. Teacher support for Gen-AI usage positively moderates the association between Gen-AI usage and class engagement. The fsQCA results further identify several configurations of conditions leading to low academic anxiety. These findings underscore AI’s potential to enhance learning quality and experiences in TVET and provide empirical support for advancing SDG 4 in vocational education contexts.
Hao et al. (Sat,) studied this question.
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