This study explores the relationship between perceived support (technical and teacher support) and AI literacy among university students, using self-determination theory (SDT) as a framework. The research involved 445 students from diverse academic backgrounds and assessed the mediating role of psychological needs satisfaction (autonomy, competence, and relatedness) in the relationship between support types and AI literacy. Results showed that both technical and teacher support positively influenced the satisfaction of autonomy and competence needs, which in turn mediated the relationship between support and AI literacy. However, relatedness needs did not mediate this relationship. No direct association was found between the two forms of support and AI literacy levels. The findings suggest that while technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy highlights the importance of addressing specific psychological needs through educational interventions. The study recommends that educators provide tailored support in AI education and that institutions develop specialized courses to enhance AI literacy. The results support the theoretical model and indicate that the satisfaction of autonomy and competence needs plays a crucial role in enhancing AI literacy. The study also highlights the need for further research to explore the impact of other factors, such as prior skill levels and educational resources, on AI literacy.This study explores the relationship between perceived support (technical and teacher support) and AI literacy among university students, using self-determination theory (SDT) as a framework. The research involved 445 students from diverse academic backgrounds and assessed the mediating role of psychological needs satisfaction (autonomy, competence, and relatedness) in the relationship between support types and AI literacy. Results showed that both technical and teacher support positively influenced the satisfaction of autonomy and competence needs, which in turn mediated the relationship between support and AI literacy. However, relatedness needs did not mediate this relationship. No direct association was found between the two forms of support and AI literacy levels. The findings suggest that while technical and teacher support contribute to fulfilling specific psychological needs, only autonomy and competence needs are predictive of AI literacy. The lack of direct impact of support on AI literacy highlights the importance of addressing specific psychological needs through educational interventions. The study recommends that educators provide tailored support in AI education and that institutions develop specialized courses to enhance AI literacy. The results support the theoretical model and indicate that the satisfaction of autonomy and competence needs plays a crucial role in enhancing AI literacy. The study also highlights the need for further research to explore the impact of other factors, such as prior skill levels and educational resources, on AI literacy.