Abstract This study applied a longitudinal mixed-methods design over 90 months to evaluate the ADRI-CEL framework for integrating Artificial Intelligence (AI) into administrative processes in a rural higher education context. Data collection included surveys, statistical analyses, focus groups, and interviews with community partners to assess digital competence, perceived usefulness of AI, and reflective engagement. Findings indicate significant improvements in students’ digital competence and perceptions of AI usefulness. Reflection emerged as the strongest predictor of learning gains, while prior exposure to AI tools and community engagement also played key roles. The study contributes three main insights: sustained experiential learning in rural contexts enhances both technical and ethical skills; metacognitive scaffolds transform potential cognitive overload into higher-order reasoning; and adaptive use of AI confirms its dual role as a cognitive instrument and a socially embedded practice. Overall, the ADRI-CEL framework proves to be a replicable model that links digital competence with ethical responsibility, bridging technological innovation and social relevance in business education.
Villegas-Berumen et al. (Sat,) studied this question.