Abstract

This study examines the relationship between education level and various aspects of AI technology adoption. Findings indicate that individuals with higher education exhibit significantly greater reliance on AI-powered recommendations, while other AI functionalities (e.g., prediction, assistance) showed minimal links to educational background. The results suggest that while higher education may promote greater trust and openness to specific AI features, broader AI literacy initiatives are needed to ensure equitable adoption and minimize potential divides. These findings highlight the importance of inclusive AI design and targeted educational interventions to bridge the potential gap in AI usage based on educational disparities.