| Sumario: | Background: Interdisciplinary learning in higher education is increasingly influenced by Generative AI (GenAI), which strengthens disciplinary foundations. However, effectively engaging students with GenAI to actively manage their learning processes while maintaining motivation and adaptability remains a significant challenge. Self‐regulated scaffolding is recognised as an effective tool for helping students navigate the three phases of self‐regulated learning (SRL): forethought, performance, and self‐reflection. SRL is closely associated with the fulfilment of three basic psychological needs: autonomy, competence, and relatedness. Objectives: This study introduced a self‐regulated scaffolding approach based on self‐determination theory (SDT) and evaluated its effectiveness using a quasi‐experimental design. The primary objective is to enhance students' self‐efficacy, intrinsic motivation, and higher‐order thinking skills by integrating these scaffolds into GenAI‐supported learning environments. Methods: The participants were 85 university students, including freshmen, sophomores, and juniors from the School of Arts and Design. The experiment involved three groups of students: the control group, the GenAI group, and the GenAI with scaffolding group. Pre‐ and post‐tests and linear regression were conducted to assess the development of the students across the three groups. Results and Conclusions: Within‐group analyses revealed that traditional learning methods without GenAI did not result in significant improvements, whereas the GenAI group exhibited statistically significant gains in intrinsic motivation, self‐efficacy, creativity, and higher‐order thinking skills. The GenAI with scaffolding group also exhibited significant improvements in critical thinking, computational thinking, and self‐efficacy. Between‐group analyses indicated that the presence of effective scaffolding (GenAI with scaffolding group) had a more positive impact on students' computational thinking and self‐efficacy compared with the absence of effective scaffolding (GenAI group). These findings indicated that while GenAI was effective in improving educational outcomes, the incorporation of SDT‐aligned scaffolding enhanced these benefits even further, which ultimately resulted in better and more enduring learning gains. Lay Summary: What is currently known about this topic? ○Interdisciplinary learning is one of the most challenging aspects of higher education.○The integration of GenAI into interdisciplinary learning poses significant challenges for many students.What does this paper add? ○This study introduced a self‐regulated scaffolding approach based on self‐determination theory (SDT) for university students.○This study confirms that scaffolding can promote interdisciplinary learning in higher education.Implications for practice/or policy ○This study highlights the effectiveness of combining GenAI with SDT‐aligned scaffolds.○With the support of psychology, GenAI holds the potential to foster interdisciplinary learning in higher education.What are the key points? ○Scaffolding based on self‐determination theory (SDT) is crucial for promoting the educational benefits of GenAI.○GenAI integration significantly enhances students' intrinsic motivation, self‐efficacy, creativity, and higher‐order thinking skills.○Students using GenAI with scaffolding showed superior gains in computational thinking and self‐efficacy compared with the GenAI‐only group.○Effective scaffolding guides students through the forethought, performance, and self‐reflection phases in AI‐assisted tasks.
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