Adult Learners' Perceptions of an AI-Infused Writing Curriculum in Two-Year Postsecondary Education

Abstract

As artificial intelligence (AI) tools increasingly permeate postsecondary education, their role in writing instruction warrants closer examination, particularly in two-year college contexts where workforce readiness is a curricular priority. This study examined adult learners’ perceptions of AI integration within English Composition I courses at three two-year postsecondary institutions in the United States and Qatar. Grounded in the Technology Acceptance Model (TAM) and informed by AI literacy frameworks guiding curriculum design, the study used a pre-experimental single-group pretest-posttest design. Data was collected through anonymous pre- and post-course surveys administered to students participating in a scaffolded, AI-infused writing curriculum emphasizing ethical engagement, critical evaluation of AI outputs, and career relevance. Quantitative analyses examined changes in perceived ease of use, perceived usefulness, attitude toward AI use, and behavioral intention to use AI. Results indicated statistically significant pre-post increases across all four constructs, with large effect sizes. Qualitative analysis of open-ended post-survey responses provided complementary insight into students’ experiences. Students described increased confidence using AI for brainstorming, drafting, and revision; clearer understanding of ethical boundaries; and stronger recognition of AI’s relevance to academic and workplace writing. Findings suggest that participation in a structured, ethically grounded AI-infused writing curriculum was associated with more favorable perceptions of AI as a writing support tool, greater confidence in AI use, and stronger intentions to apply AI in future academic and professional contexts. These results support intentional AI integration to promote ethical AI literacy, equitable skill development, and workforce readiness in two-year Career and Technical Education environments.