ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1691148
Exploring the Impact of Artificial Intelligence on Students' Skills for Sustainable Development in Education
Provisionally accepted
- 1Al-Ahliyya Amman University, Amman, Jordan
- 2ASU, Amman, Jordan
- 3University of Waterloo, Waterloo, Canada
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In today's rapidly evolving technological landscape, the intersection of artificial intelligence and education is imminent. Artificial Intelligence is beneficial to the education sector because it improves its quality and consequently fosters sustainable development. This study aims to investigate the effects of selected AI tools; Grammarly, ChatGPT, QuillBot, Textero AI and ChatPDF on the quality of education. It provides an in-depth understanding of students' perceptions regarding the influence of selected AI tools on their skills in self-directed learning, problem-solving, critical thinking, and digital literacy. This research adopts a quantitative research method, utilizing data collected through a questionnaire and analyzed statistically using SPSS. Purposive sampling was conducted among 78 students enrolled in computer-aided translation courses over two semesters. The findings revealed that students acknowledged that multiple AI tools enriched their learning skills to varying degrees. The selected AI tools have been found to support students' perceived competencies and to be associated with improvements in skills relevant to quality education, thereby positively impacting the quality of education. Therefore, future research is warranted to explore effective strategies for enhancing sustainable education through the use of AI tools.
Keywords: sustainability, Learning skills, Learning opportunities, Technology acceptance model, Quality education, artificial intelligence
Received: 22 Aug 2025; Accepted: 30 Sep 2025.
Copyright: © 2025 Alkhawaja, Idris, Sayyed and Al Jaber. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Linda Alkhawaja, l.alkhawaja@ammanu.edu.jo
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