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<p>Generative AI has increasingly been incorporated into educational practices. But a critical gap remains in understanding the mechanisms that transform mere adoption into meaningful learning dispositions. This study develops and tests a theoretical model positioning Personal Knowledge Management (PKM) as the key link between perceived GenAI affordances (GAA) and Lifelong Learning Orientation (LLO), using survey data from 448 students and professionals across Indian universities. The proposed relationships were examined using Partial Least Squares Structural Equation Modelling, following a rigorous two-stage evaluation of measurement and structural components. Our analysis confirmed robust positive associations between GAA and PKM practices, as well as between PKM and LLO. Crucially, we discovered that PKM completely mediates the GenAI-lifelong learning relationship, evidencing significant indirect effects (β = 0.238) whilst direct effects proved non-significant (β = 0.025). Findings show that GenAI’s educational potential arises not from adoption alone but through learners’ deliberate knowledge management, offering a validated framework for structuring human-technology partnerships to advance effective and sustained learning in academic and professional contexts.</p>

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Empowering lifelong learners: the mediating role of personal knowledge management in harnessing generative AI affordances

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月20日

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  • Sashi Ranjan,
  • V. P Joshith

摘要

Generative AI has increasingly been incorporated into educational practices. But a critical gap remains in understanding the mechanisms that transform mere adoption into meaningful learning dispositions. This study develops and tests a theoretical model positioning Personal Knowledge Management (PKM) as the key link between perceived GenAI affordances (GAA) and Lifelong Learning Orientation (LLO), using survey data from 448 students and professionals across Indian universities. The proposed relationships were examined using Partial Least Squares Structural Equation Modelling, following a rigorous two-stage evaluation of measurement and structural components. Our analysis confirmed robust positive associations between GAA and PKM practices, as well as between PKM and LLO. Crucially, we discovered that PKM completely mediates the GenAI-lifelong learning relationship, evidencing significant indirect effects (β = 0.238) whilst direct effects proved non-significant (β = 0.025). Findings show that GenAI’s educational potential arises not from adoption alone but through learners’ deliberate knowledge management, offering a validated framework for structuring human-technology partnerships to advance effective and sustained learning in academic and professional contexts.