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TRUVACE RECORD VERSION
record: TRV-2026-0343
version: 4
kind: sources_changed
reason: Source set updated
timestamp: 2026-09-24T06:53:46.501924Z
status: published
lens: g_space
sector: education
headline: Sustainable adoption of artificial intelligence and the Metaverse in higher education: an environmental, social, and governance–based analysis of pedagogical innovation and perceived student learning outcomes
dek: The rapid convergence of Artificial Intelligence (AI) and Metaverse technologies is reshaping the higher education landscape by enabling immersive, personalized, and adaptive learning experiences. However, the long-term sustainability of such innovations remains uncertain without addressing environmental, social, and governance (ESG) considerations. This study develops and empirically validates an ESG-informed framework for Sustainable AI-Metaverse Adoption (SAAM) in higher education. A quantitative research des…
gain_title: Sustainable AI-Metaverse adoption in universities substantially fosters digital pedagogical innovation and enhanced perceived student learning outcomes
problem_title: (none)
trace_subject: (none)
gain_reading: Sustainable AI-Metaverse adoption in universities substantially fosters digital pedagogical innovation and enhanced perceived student learning outcomes
gain_evidence: SAAM substantially fosters digital pedagogical innovation (DPI) and enhanced student learning outcomes (ESLO)
problem_reading: (none)
problem_evidence: (none)
quick_read: On March 4, 2026, a peer-reviewed study in Frontiers in Artificial Intelligence reported results from 280 university students on an ESG-informed framework for Sustainable AI-Metaverse Adoption. Using SEM-PLS, the authors found environmental and social factors were stronger predictors of adoption than governance factors, and that sustainable adoption was linked to higher digital pedagogical innovation and enhanced student learning outcomes.

The finding matters because it reframes AI-Metaverse integration from a purely technical rollout to a sustainability challenge requiring energy-efficient systems and inclusive access. Uncertainty remains about generalizability beyond the single cross-sectional student sample and whether perceived learning gains translate into long-term academic performance across different cultural and institutional contexts.
limitation: 
tag: Evidence-backed gain
key_points: Study surveyed 280 university students across diverse disciplines using structured survey and SEM-PLS analysis | Environmental sustainability through energy-efficient AI systems significantly enhances sustainable adoption | Social dimensions of inclusive AI access and student acceptance exert robust positive effects, while faculty readiness influences adoption indirectly | Governance factors show weaker direct effects, with institutional policy support enhancing infrastructure but not directly influencing adoption
rundown: The study collected data from 280 university students across diverse disciplines through a structured survey and applied Structural Equation Modeling (SEM-PLS) to test reliability and hypotheses. It found ESG dimensions exert differential effects, with environmental and social factors showing stronger direct associations than governance variables.

Environmental sustainability via energy-efficient AI systems significantly enhances adoption, while inclusive access and student acceptance drive social sustainability. Governance-related factors were weaker: institutional policy support enhanced digital infrastructure but did not directly influence adoption, and ethical AI use had limited impact, reflecting student prioritization of usability over ethics in early stages.
sources:
- peer_reviewed | Education and Information Technologies | https://doi.org/10.1007/s10639-023-11816-3 | 2023-04-28
- peer_reviewed | Frontiers in Artificial Intelligence | https://doi.org/10.3389/frai.2026.1738730 | 2026-03-04
- peer_reviewed | Future Internet | https://doi.org/10.3390/fi17020063 | 2025-02-04
- peer_reviewed | Heliyon | https://doi.org/10.1016/j.heliyon.2024.e29523 | 2024-04-01
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