Purpose Despite growing attention to artificial intelligence (AI), studies that examine critical perspectives on AI and its behavioral influences remain limited. This study aims to investigate how positive and negative attitudes toward AI, together with critical awareness, are associated with intentions to learn AI and frequency of AI use. Design/methodology/approach Survey data from 726 college students in South Korea were analyzed to test the direct and moderating effects of attitudes and critical awareness on learning intentions and AI use. Findings Positive attitudes are significantly related to stronger intentions to learn AI and higher frequency of AI use, whereas negative attitudes reduced learning intentions but did not affect actual usage. Critical awareness moderated these relationships, amplifying the positive effects of favorable attitudes on AI use and mitigating the negative effects of unfavorable attitudes on learning intentions. Originality/value This study advances research by distinguishing positive and negative attitudes and positioning critical awareness as a key boundary condition linking attitudes to learning and use behaviors. The findings offer practical implications for workforce development initiatives that prepare learners for AI-driven environments.
Kim et al. (2026) studied this question.