The Research on Global Competence of Cross-Border E-Commerce Students under AI-Assisted Teaching

With the rapid development of artificial intelligence (AI) in higher education, AI-assisted teaching has become a powerful driver for cultivating students’ global competence in the digital economy. This study investigates the relationship between AI engagement and global competence among cross-border e-commerce students in Chinese universities. The AI engagement construct includes four dimensions: personalization and adaptivity, interactivity and feedback, learning analytics support, and perceived usefulness of AI tools. Global competence is measured by knowledge, cognitive, and action dimensions. Using a quantitative approach, data were collected from 428 undergraduate students through validated questionnaires. Structural Equation Modeling (SEM) was employed to examine the relationships among constructs. Results indicate that AI engagement significantly enhances students’ global competence, particularly through personalization and feedback mechanisms. Learning analytics support and perceived usefulness also positively influence the cognitive and action dimensions of global competence. The findings highlight the pedagogical importance of integrating AI tools into e-commerce education to promote digital readiness, intercultural communication, and employability in global markets.