AI literacy and self-regulated learning: variable- and person-centred evidence from pre-service English language teachers

Artificial Intelligence (AI) is rapidly transforming higher education, making Artificial Intelligence Literacy (AIL) an important competence for critical and responsible engagement with AI technologies. Although previous research has extensively examined how AI-supported environments foster self-regulated learning (SRL), less is known about how learners’ SRL strategies and broader profiles are associated with AIL. The study examined the relationship between SRL and AIL among 301 pre-service English language teachers. Data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ) and the Meta AI Literacy Scale (MAILS) and analysed using correlation analysis, multiple regression, and latent profile analysis with Bolck–Croon–Hagenaars (BCH)-adjusted comparisons. The results showed that the five SRL strategy dimensions were significantly associated with AIL, explaining 21.9% of its variance. Rehearsal, elaboration, and critical thinking made significant unique contributions to AIL, whereas metacognitive self-regulation and organisation did not. LPA identified three profiles characterised by low, moderate, and high SRL. The profiles differed significantly in overall AIL and most dimensions, with higher SRL profiles generally reporting higher AIL. Overall, the findings indicate that AIL is associated with both specific SRL strategies and broader patterns of SRL engagement, highlighting the value of integrating SRL-oriented approaches into AIL education within teacher education.