Student absenteeism in higher education is a global challenge, increasingly influenced by emerging technologies and artificial intelligence. This study explores how psychological constructs, and technological factors interact to explain absenteeism. Integrating locus of control, self-efficacy, and digital displacement theories, we propose a research model to understand this phenomenon. Locus of control theory explains how beliefs about personal agency affect motivation and attendance, while self-efficacy theory highlights the role of mastery, vicarious experiences, and emotional states in shaping confidence for independent learning. Digital displacement theory examines how technological environments, including AI tools and online platforms, alter learning behaviors and reduce reliance on face-to-face interactions. This model provides a foundation for future research, where data collection through questionnaires and subsequent modeling may offer opportunities to derive actionable insights for addressing absenteeism in the context of technological advancements.