AI-Based Teacher Chatbots Fostering Self-Regulating Learning: Saudi Universities’ Perspectives

Abstract

Chatbots have secured public attention and researchers’ interest in the education field to improve instruction and learning. The current study investigates the Saudi students’ perspectives on fostering self-regulating learning utilizing artificial intelligence (AI)- based teacher chatbots. Data were collected from 393 undergraduate and postgraduate students enrolled in the summer semester at Ha’il University. The study found that the students had a positive perception of the AI-based teacher chatbot’s role in fostering their self-regulating learning (motivation, strategy use, and behavioral change), utilizing their learning processes, with a focus on fostering behavioral change; allocation of effort and time for learning, seeking help behavior and peer learning, and actively setting their learning goals. The findings indicate a generally positive attitude toward AI chatbots as tools for enhancing learning experiences. Accordingly, the study suggested that AI-based teacher chatbots are viable for enhancing self-regulating learning consolidation among Saudi university students. It has the potential to foster independent learning habits, personalizing learning and improving academic achievement. 

Received: 29 September 2025 | Revised: 25 February 2026 | Accepted: 10 June 2026

Conflicts of Interest

The author declares that he has no conflicts of interest to this work. 

Data Availability Statement

Data available on request from the corresponding author upon reasonable request. 

Author Contribution Statement

Yousef Almoslamni: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Project administration.