Introduction As Saudi Arabia advances its Vision 2030 agenda, which emphasizes artificial intelligence (AI) integration in healthcare and education, understanding students’ acceptance of AI in academic settings is increasingly important. Objective To examine the relationship between nursing students’ attitudes toward AI, perceived usefulness, perceived usability, and their critical thinking motivation. Methods A multicenter cross-sectional correlational study was conducted across three Saudi universities. Data were collected from 390 undergraduate nursing students using the General Attitudes towards AI Scale, the technology acceptance model questionnaire, and the critical thinking motivation scale. Analysis included Pearson correlations and multiple linear regression. Results Students reported positive attitudes toward AI, with strong correlations among AI attitude, usefulness, and usability ( r = .63–.78, p < .001). Weak but significant positive correlations were found between AI-related factors and critical thinking motivation ( r = .20–.40, p < .001). Higher academic level, the belief that AI will not replace nursing roles, and greater AI usability significantly predicted critical thinking motivation (adjusted R ² = .245, p < .001). Conclusion Acceptance and perceived usability of AI tools are positively associated with critical thinking motivation in nursing students. These findings underscore the potential of AI to support cognitive skill development in nursing education. Educators should integrate AI early in nursing curricula, provide structured training, and frame AI as a support tool in clinical decision-making. Doing so can foster both critical thinking and digital competence among future nurses.
El‐Ashry et al. (2025) studied this question.