Dynamic Capabilities of University Administration and Their Impact on Student Awareness of Artificial Intelligence Tools

Fathi M. Abunaser (), Mohamed Mostafa Mohamed Hamd, Asma Mubarak Nasser Bani-Oraba, Omer Hamed, Maen Qasem Mohamad Alshiyab and Zubaida Shebani ()
Additional contact information
Fathi M. Abunaser: Educational Foundation and Administration Department, College of Education, Sultan Qaboos University, P.O. Box 50, Muscat P.C. 123, Oman
Mohamed Mostafa Mohamed Hamd: Educational Foundation and Administration Department, College of Education, Sultan Qaboos University, P.O. Box 50, Muscat P.C. 123, Oman
Asma Mubarak Nasser Bani-Oraba: Omani Studies Center, Sultan Qaboos University, P.O. Box 50, Muscat P.C. 123, Oman
Omer Hamed: Educational Foundation and Administration Department, College of Education, Sultan Qaboos University, P.O. Box 50, Muscat P.C. 123, Oman
Maen Qasem Mohamad Alshiyab: College of Education, Amman Arab University, Amman P.O. Box 2234, Jordan
Zubaida Shebani: Psychology Department, College of Education, Sultan Qaboos University, P.O. Box 50, Muscat P.C. 123, Oman

Sustainability, 2025, vol. 17, issue 15, 1-25

Abstract: This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4.

Keywords: dynamic capabilities; technological dynamic capabilities; artificial intelligence; university administration; emerging technologies; higher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/17/15/7092/pdf (application/pdf)
https://www.mdpi.com/2071-1050/17/15/7092/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:17:y:2025:i:15:p:7092-:d:1718020

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().