Abstract
In the age of Artificial Intelligence (AI), digital credentialing is transforming how competencies are recognized in AI education. Open Educational Badges (OEBs) have emerged as an alternative to traditional paper-based and PDF certificates, offering a more transparent and verifiable way to showcase skills. However, the factors driving the acceptance of OEBs among students participating in AI education remain uncertain. This study investigates first-semester university students' perceptions of OEBs compared to PDF participation certificates, using the Technology Acceptance Model (TAM3) as a theoretical framework. A survey with 65 business students was conducted after they completed an online course related to the Foundations of AI and received both credential formats. The study examined perceived usefulness, ease of use, job relevance, output quality, and result demonstrability as key factors influencing student acceptance. Results indicate that while both formats were perceived as useful, PDF certificates were preferred for formal applications, whereas OEBs were valued for digital professional visibility on platforms like LinkedIn. Ease of use was a barrier to OEB adoption, whereas perceived usefulness and quality were key drivers of acceptance. The findings from our study contribute to ongoing discussions on digital credentials in AI education and provide insights into enhancing OEB adoption for competency recognition in AI education.