UTILIZATION OF AI-ASSISTED LEARNING TOOLS AND DIGITAL LITERACY IN ENHANCING THE ACQUISITION OF RESEARCH COMPETENCIES AMONG HIGHER EDUCATION STEM STUDENTS IN AUSTRALIA.

The study seeks to investigate the use of AI-assisted tools and digital literacy in the acquisition of research competency among higher education STEM students at selected Australian universities. The study seeks to explore how the frequency and type of interaction with AI assistants are correlated with improvements in academic writing clarity, argumentation, and research efficiency. It will further examine the influence of digital literacy on research skills, analyze AI-powered tools commonly used by postgraduate students, and identify the challenges and opportunities associated with their use. The study will be guided by constructivist learning theory and technology acceptance perspectives, and data will be collected quantitatively through a cross-sectional survey design among postgraduate STEM students in selected Australian universities. The sample size will comprise 250 STEM students. Stratified random sampling will be adopted to ensure disciplinary representation. Data will be collected through structured questionnaires measuring AI-assisted tools, digital literacy, and research competency. Statistical analysis using SPSS will be utilized. descriptive statistics, correlation analysis, multiple regression, and moderation analysis to determine the strength and nature of relationships among variables. The findings are expected to provide theoretical clarity on the interplay between AI-assisted learning tools, digital literacy, and the acquisition of research skills. The study will generate evidence-based recommendations for universities, educators, and policymakers on the responsible and ethical integration of AI technologies in research training. The research aims to contribute to the development of digitally competent, ethically grounded, and research-ready STEM graduates in Australia.