Antecedents of AI-assisted environmental protection intentions: The perspectives of digital literacy, cognitive-moral factors, and environment

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Abstract

This study investigates the multidimensional factors influencing adolescents’ intentions to use artificial intelligence (AI) in support of environmental protection. Drawing on frameworks such as the digital literacy framework, Theory of Planned Behavior, Norm Activation Model, and Social Cognitive Theory, the study constructs an integrated model encompassing digital literacy, cognitive-moral factors, and supportive environments. Data were collected from 1,063 students in East, South, and Central China. Results from covariance-based structural equation modeling demonstrate that critical judgment, creative literacy, attitude, social norms, perceived behavioral control, personal norms, and supportive social environment significantly predict pro-environmental behavioral intentions in AI-assisted contexts. These findings inform AI-integrated environmental education design and contribute to achieving Sustainable Development Goals (SDG) 4 (Quality Education) and SDG 13 (Climate Action).

Authors

• Mingyue DU, Hunan University

• XINGWEI WANG, Tsinghua University

• Xiuyuan Yang, Tangling Trust School Singapore

• Shihan Zhang, American Heritage School of Plantation

• Xiaohong Zhou, Tsinghua University