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Purpose

This paper explores the role of generative AI (Gen-AI) in achieving the United Nations’ Sustainable Development Goal (SDG) 4 by promoting digital literacy and influencing students’ behavioral intentions, ultimately contributing to sustainable education. This study aims to investigate how Gen-AI can be incorporated with educational goals to enhance teaching and learning outcomes.

Design/methodology/approach

Drawing on the theory of planned behavior (TPB), this research examines the mediating roles of key constructs—attitude (ATT), subjective norms (SN) and perceived behavioral control (PBC)—in the relationship between digital literacy and Gen-AI behavioral intentions toward sustainable education. Data were collected from 354 students at a Chinese university, and the proposed relationships were analyzed using the PLS-SEM statistical technique.

Findings

The results reveal that ATT, SN, and PBC significantly mediate the relationship between digital literacy and Gen-AI behavioral intentions. Additionally, this study finds that GenAI behavioral intention has a positive impact on educational sustainability, highlighting its potential development long-term academic outcomes.

Practical implications

This study offers valuable insights for academic institutions seeking to incorporate AI tools to enhance digital literacy and support sustainable educational practices.

Originality/value

This study contributes to the expanding body of knowledge on educational technology, offering new perspectives on how Gen-AI can advance long-term educational sustainability, in alignment with SDG 4.

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