This study investigates higher education institutions’ intent to allow faculty to adopt artificial intelligence, leading to the achievement of various United Nations’ sustainable development goals (SDGs).
This study distributes questionnaires digitally to Egyptian universities during March 2024, as the country hosted the 27th Conference of the Parties of the UN Climate Change Conference (COP-27); 405 questionnaires are analyzed, using the statistical package for social science, version 26.
This study finds that AI can enhance higher education institutions’ role in achieving certain UN-SDGs. To encourage AI adoption among faculty members, higher education institutions need the technology to be perceived as useful and easy (to enhance teaching and learning, conduct assessments and feedback, and support course administration and management). AI is perceived as useful due to job relevance, output quality, subjective norms and result demonstrability; AI is perceived as easy because of employees’ self-efficacy, computer anxiety level and external control.
AI is a meaningful enabler for higher education institutions to achieve SDGs. There is a wide range of AI applications to choose from in terms of campus operations (related to research, teaching, learning and university management). AI leads to education opportunities, personalize education processes, develop intelligent tutoring systems, etc. (SDG 4 quality education). AI has the capacity to achieve carbon reductions and reduce energy consumption (SDG 7, 9 and 12- sustainable behavior and consumption).
The novelty of this study lies in its holistic and comprehensive understanding of the multifaceted drivers for AI adoption in curriculums in higher education institutions, providing valuable insights into aspirations and concerns toward AI as a significant toolset to accelerate and enhance the implementation of the UN-SDGs.
