AI as a facilitator of creativity and wellbeing in business students: a multigroup approach between public and private

Abstract

Objective: This article aims to explore the effect of perceived adaptability, perceived usefulness, and ease of use of AI on the creativity and well-being (happiness) of business students in universities in Mexico. Additionally, it seeks to analyse how these relationships differ between students from public and private universities, using a multi-group approach. Method: A non-experimental quantitative approach with a cross-sectional design was adopted. The sample included 270 business students from both a public and a private university in Mexico. Data collection was conducted through an online questionnaire, using previously validated scales to measure perceived usefulness, ease of use, AI adoption, creativity, and happiness. Data were analysed using structural equation modelling (SEM) and multi-group analysis (MGA) to assess differences between groups. Results: The main findings indicate that AI adoption significantly mediates the relationship between perceived usefulness, perceived ease of use, and outcomes in terms of creativity and well-being. AI adoption was found to have a stronger influence on creativity in public institutions, while its impact on happiness was more pronounced in private universities. These differences suggest that in resource-limited contexts, AI may compensate for the lack of other resources, enhancing creativity. Conclusion: This study expands the Technology Acceptance Model (TAM) by including variables such as creativity and happiness, highlighting the importance of the socio-economic context in technological adoption in universities. The implications suggest that public institutions should focus on improving access to technologies such as AI, while private institutions must ensure ethical and responsible use, promoting both academic performance and student well-being.