Investigating Students' AI Usage Through the Community of Inquiry (CoI) Framework: A Mixed-Method Study in the Caribbean Region

Purpose: This study investigates how tertiary-level students in the Caribbean use artificial intelligence (AI) tools in academic practices, examining pedagogical and behavioural factors that influence technology acceptance and learning engagement.

Methodology: A convergent mixed-methods design combined survey data (n = 114) with qualitative narratives. The research was guided by the Community of Inquiry (CoI) and the Unified Theory of Acceptance and Use of Technology (UTAUT), enabling an integrated analysis of learning perceptions and adoption behaviour.

Findings: Most students reported using AI to clarify complex content (85%) and to generate ideas (78%). Quantitative analysis showed a strong correlation between cognitive presence and perceived learning (ρ = 0.73; p < .001), and teaching presence significantly predicted performance expectancy (β = 0.44; R² = 0.29; p < .001). Qualitative insights revealed AI as a cognitive amplifier and adaptive tutor, while highlighting challenges related to infrastructure, access inequities, ethical concerns, and academic anxiety.

Originality/Value: By integrating CoI and UTAUT in a Global South context, this study provides novel empirical evidence on AI-supported learning in under-resourced environments. It advances theoretical understanding by suggesting model adaptations sensitive to equity, ethics, and cultural dimensions, while offering policy-relevant insights.

Practical Implications: The findings underscore the importance of institutional investment in digital infrastructure, AI literacy, and inclusive governance to ensure equitable and responsible AI adoption in higher education.