<![CDATA[Purpose – This study examines the associations of artificial intelligence (AI) literacy and methodological mastery with research competency among management students and early-career researchers in West Java, Indonesia. Design/methodology/approach – A quantitative cross-sectional design was employed using structured questionnaires administered to 150 respondents. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4.2.9. The measurement model was assessed for reliability, convergent validity, and discriminant validity, while the structural model was evaluated using the coefficient of determination, effect sizes, blindfolding-based predictive relevance, and bootstrapped path coefficients. Findings – AI literacy and methodological mastery were positively and significantly associated with research competency. Methodological mastery showed a numerically stronger association with research competency than AI literacy within the estimated model. Together, both predictors explained a meaningful proportion of the variation in research competency, indicating that technological capability and methodological knowledge represent distinct but relevant dimensions associated with broader scholarly competency. Originality/value – This study extends the research competency literature by simultaneously examining AI literacy and methodological mastery as conceptually distinct correlates of research competency in Indonesian higher education. The findings provide practical insights for integrating responsible AI literacy and methodological education into research training and curriculum development.]]>
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