<![CDATA[Students’ learning independence in vocational schools remains low even though access to Artificial Intelligence (AI) is widespread, because many students use AI as a shortcut to finish assignments without verifying its answers. This research seeks to analyze the effect of AI use and digital literacy on students’ learning independence, with self-regulated learning (SRL) as a mediating variable. This explanatory quantitative study involved 150 Office Management students at SMK Negeri 1 Boyolangu selected through proportionate stratified random sampling. Data were collected using a five-point Likert questionnaire and examined with PLS-SEM in SmartPLS 4.0. The results indicate that AI use has no direct effect on learning independence, whereas digital literacy has a positive and significant effect. Both AI use and digital literacy positively affect SRL, and SRL positively affects learning independence (β = 0.511). SRL fully mediates the effect of AI use and partially mediates the effect of digital literacy. The most dominant variable positively affecting learning independence is SRL. Future studies are advised to distinguish the purpose and intensity of AI use, add variables such as learning motivation or teacher support, and apply longitudinal or experimental designs across more diverse schools and educational levels.]]>
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