‘A double‐edged tool’: A psychological needs perspective of generative AI and postgraduate international students' engagement in UK higher education

Abstract The integration of generative artificial intelligence (generative AI) in higher education is reshaping student engagement, yet its impact on postgraduate international students remains underexplored. This study examines how generative AI shapes postgraduate international students' engagement through a psychological needs perspective. Drawing on qualitative interviews with 27 participants, this research explores how generative AI facilitates autonomy, competence and relatedness, shaping engagement across behavioural, cognitive, emotional, social and agentive dimensions. The findings, divided into three main themes—'navigating autonomy and adaptation’, ‘augmented competence and AI‐Halo effect’ and ‘fostering relatedness and emotional resilience’—reveal that generative AI enhances self‐directed learning, academic confidence and inclusivity, particularly by bridging linguistic and cultural barriers. However, challenges such as over‐reliance and ethical uncertainties underscore the need for institutional and external support mechanisms to balance AI‐driven engagement. Ultimately, this study advances the digital technology and student engagement literature by exploring the intersection of technology and education and proposes a psychological needs framework of generative AI that offers critical insights into its evolving role in higher education.