Exploring IT Self-Efficacy among Generation Z Research Students: Perceptions, Influences, Engagement, and Academic Consequences

Abstract

The study explores how Generation Z research students perceive and experience their information technology (IT) self-efficacy in academic contexts. Drawing on qualitative inquiry, it investigates four dimensions: students’ self-perceptions of IT competence, the factors that influence their confidence in using technology, the impact of self-efficacy on engagement with digital learning tools, and the consequences of differing self-efficacy levels on academic performance, problem-solving, and interaction with research students. Data were collected from semi-structured interviews with research students representing multiple disciplines. Thematic analysis revealed that IT self-efficacy was shaped by early technological exposure, peer collaboration, institutional support, and individual motivation. Students with high IT self-efficacy demonstrated stronger digital engagement, higher problem-solving confidence, and better academic outcomes, whereas low self-efficacy led to dependency, avoidance, and frustration. The findings highlight the critical role of targeted digital literacy programs and support systems in enhancing IT self-efficacy and academic success among Generation Z research students.