<![CDATA[Background: The use of AI-based instructional videos in higher education is rapidly expanding, offering greater convenience and potential benefits in the learning process. However, alongside these advantages, students are increasingly concerned about the possibility that AI may replace human roles, particularly in the context of future employment. Purpose: This study aims to examine the effects of perceived ease of use (PEU), perceived benefits (PB), and knowledge of generative AI (KAI) on AI job replacement anxiety (REPLC), as well as to test the moderating role of KAI in these relationships. As part of its broader contribution, this study positions AI literacy as a strategic capability shaping workforce readiness. Method: This study employs an explanatory quantitative approach using a quasi-experimental design involving 200 undergraduate students in Jakarta. Respondents were first exposed to an AI-generated lecture video before completing a questionnaire measured on a five-point Likert scale. Data were analysed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS software. Findings: The results indicate that PEU and PB are not significant with respect to KAI, while KAI has a positive and significant effect on such anxiety. In addition, KAI has a significant negative effect on PB and PEU. However, the moderating effects are not empirically supported. These findings highlight that AI literacy plays a critical role in shaping students’ awareness of potential job disruption caused by AI technologies. Furthermore, AI literacy can be considered as a strategic competence to prepare students for digital transformation and future workforce issues.]]>
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