The modern educational system is rapidly evolving due to Artificial Intelligence (AI) adoption worldwide. However, existing literature lacks empirical support on how AI effects student engagement, and learning outcomes in the educational institutions of Kingdom of Saudi Arabia (KSA). Therefore, this research examines the role of AI-based learning tools in affecting psychological factors (e.g., autonomy, competence, intrinsic motivations, self-efficacy, and social influence). Furthermore, it also investigates the ultimate impacts of these relationships in explaining student's learning and engagement in Hail region of KSA. This research was carried using a cross-sectional design. A structured and closed ended survey was conducted with undergraduate students of University of Ha'il in KSA. The hypotheses were tested using structural equation modeling (SEM) as a method of estimation. The finding confirmed that AI tools have a positive and significant impact on psychological factors. Moreover, a partial mediation of student's engagement was also confirmed to explain the impact of AI tools on employability, academic success and empowerment. However, it was found that competence strongly reduces engagement due to some contextual, cultural or regional dynamics for which a qualitative study is needed. The findings require the policymakers and educational institutions to design some customized AI tools. These tools must fulfill the social, educational and motivational needs of students and help them to achieve better academic outcomes. This research contributes theoretically and empirically for uninvestigated context of educational institutions in KSA. It further provides practical suggestions for possible adoption of AI tools in academia to fulfill vision 2030. © 2025 The Authors
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