The Impact of Artificial Intelligence Use on Enhancing Research Efficacy among Postgraduate Students: The Mediating Role of Research Technical Skills Using PLS-SEM

This study examined the impact of Artificial Intelligence (AI) use and Research Technical Skills (RTS) on research writing efficacy among postgraduate students at Dhofar University, Sultanate of Oman. A quantitative cross-sectional survey under a positivist paradigm was conducted. The purposive sample included 30 students from the Departments of Social Sciences and Education, selected for their familiarity with AI tools. Ethical standards were maintained, including voluntary participation, informed consent, confidentiality, and formal approval from the Research Department. The study tested null hypotheses asserting no significant effects of AI and RTS on research writing efficacy. Results revealed significant positive relationships. AI significantly enhanced RTS (β = 0.563; t = 3.700; p < 0.01), which in turn strongly influenced all dimensions of research writing efficacy: Background Writing (β = 0.822), Literature Review (β = 0.564), Methodology (β = 0.723), Analysis (β = 0.693), and Reporting (β = 0.667), all p < 0.01. Predictive relevance was confirmed through the Stone-Geisser Q² parameter. Findings highlight the critical role of AI and RTS in enhancing postgraduate research writing, emphasizing the need to integrate modern technological tools and technical skill development into higher education curricula to strengthen students’ academic performance and research competence.