Confident but absent: AI use, self-efficacy for independent learning, and student absenteeism in higher education

Rising student absenteeism remains a persistent challenge in higher education, potentially exacerbated by the growing use of artificial intelligence (AI) tools. Drawing on digital displacement theory, this study examines whether general AI use is associated with students’ self-efficacy for independent learning and absenteeism. Survey data from 291 Portuguese university students were analysed using partial least squares structural equation modelling, explaining 38.7% of the variance in absenteeism and 34.4% in self-efficacy. Internal locus of control, peer influence, time management, and AI use emerged as significant predictors. General AI use was positively associated with both self-efficacy and absenteeism, suggesting that AI may strengthen independent learning confidence while coinciding with reduced face-to-face engagement. Multigroup analysis provided exploratory evidence of gender differences, with the AI use–self-efficacy relationship stronger among males at the 5% level, while other gender differences appeared only at a more lenient 10% threshold.