Mapping the cognitive pathways linking AI attitudes and student innovation: serial mediation by design thinking and problem-solving skills in higher education

This study examines how undergraduates’ attitudes toward artificial intelligence (AI) relate to perceived innovation capacity through sequential cognitive pathways involving design thinking and problem-solving skills. Survey data from 561 Chinese students were analysed using PLS-SEM. Results indicate that favorable AI attitudes are positively associated with innovation both directly and indirectly via the two competencies, with problem-solving skills showing a significantly larger indirect association with innovation capacity compared to design thinking ability. These findings suggest that AI-supported learning environments may currently reinforce analytic and implementation-focused capabilities more than exploratory ideation. By clarifying behavioral and cognitive mechanisms linking technology perceptions to innovation-related outcomes, this study contributes to research beyond adoption-focused perspectives and informs curriculum design aimed at responsible human–AI collaboration in higher education.