This study investigates the psychological mechanisms through which AI literacy is associated with reduced employment anxiety in university students. Drawing on the Conservation of Resources Theory and the Career Construction Theory, we tested a model where career adaptability mediates the relationship between AI literacy and employment anxiety. Data were collected from 424 Chinese university students (mean age = 22.2 years; 73.82% female; 58.96% undergraduates; and 44.95% studying humanities and social sciences) through a two-wave survey. The results showed that AI literacy was negatively associated with employment anxiety. Furthermore, career adaptability significantly mediated this relationship. The findings highlight the role of AI literacy as a crucial psychological resource and suggest the need for higher education to integrate AI literacy to help reduce university students’ employment anxiety in the AI era.
Li et al. (Thu,) studied this question.