<p>With the rapid advancement of artificial intelligence technology, the artificial intelligence literacy, creativity, self-efficacy, and academic achievement of college students have increasingly garnered attention from the global educational community. This study, based on cognitive behavioral theory, employs Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA) to explore the interplay among these constructs. Data were collected from 385 Chinese college students. PLS-SEM results show that artificial intelligence literacy directly affects academic achievement and indirectly enhances it through self-efficacy and creativity. It also directly influences self-efficacy and indirectly promotes it via creativity. Creativity directly impacts academic achievement and indirectly strengthens it through self-efficacy. Furthermore, artificial intelligence literacy positively affects creativity, which in turn positively influences self-efficacy, ultimately benefiting academic achievement. fsQCA analysis reveals that academic achievement, self-efficacy, and creativity are influenced by multiple factors, with artificial intelligence literacy as a core condition in all effective configurations. These findings provide empirical evidence for understanding the core competencies required by college students in the age of artificial intelligence and offer practical guidance for cultivating future talents.</p>