This study explores the awareness and attitudes of college students in higher education institutions (HEIs) in the Province of Capiz towards AI for learning. Employing a descriptive-correlational design, the study surveyed 379 students from public and private HEIs using validated and reliable researcher-made and adopted questionnaires. Results indicate a high level of awareness among students regarding AI’s potential in personalized learning and virtual environments, accompanied by generally positive attitudes. However, significant differences in awareness and attitudes were observed when respondents were grouped by sociodemographic factors, such as parental occupation, educational attainment, and the type of HEI. Gender and place of residence also influenced awareness levels. The study highlights the need for inclusive educational strategies, such as targeted training, technological access for rural communities, and initiatives to support female students. Findings underscore the importance of policies addressing AI literacy gaps to ensure equitable access and integration of AI in learning. These insights contribute to the discourse on optimizing AI adoption in education, fostering critical thinking, and preparing students for a technology-driven future.
