Sustainable Adoption of AIEd in Higher Education: Determinants of Students’ Willingness in China

Abstract

The sustainable integration of Artificial Intelligence in Education (AIEd) in higher education hinges on students’ prolonged and meaningful adoption. Grounded in the Acceptance of AI Device Usage (AIDUA) framework, this study extends the model by incorporating novelty value and trust to investigate the determinants of students’ willingness to use AIEd Tools sustainably. Data from 400 university students in China were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that novelty value acts as a powerful catalyst, substantially boosting performance expectancy and diminishing effort expectancy. Furthermore, this study delineates a dual-pathway mechanism where performance and effort expectancies shape both emotions and trust, which in turn directly determine adoption intention—with emotion exhibiting the stronger influence. Theoretically, this research validates an extended AIDUA model, highlighting the critical roles of sustained innovation perception and cognitive-affective dual pathways. Practically, it advises higher education institutions to prioritize building robust trust through transparent practices and to design AIEd Tools that deliver lasting innovative value and positive learning experiences to foster sustainable adoption.