<b>Reimagining AI Integration in Higher Education through a Motivational-Cognitive Model for AI-Augmented Learning.</b>

This study introduces a new motivational-cognitive framework that examines how perceived intelligence and cognitive trust mediate the relationship between AI tool usage and AI-augmented learning. Drawing from expectancy-value theory and cognitive trust literature, we surveyed 356 university students across three developing countries (North Cyprus, the Democratic Republic of Congo and Nigeria).