AI readiness and digital pedagogical competence as enablers of innovations in environmental management within higher education institutions: evidence from Vietnam
Abstract
Purpose This study aims to examine how artificial intelligence (AI) readiness and digital pedagogical competence (DPC) are associated with lecturers’ perceptions of digital environmental governance innovation (DEGI) and perceived environmental performance in higher education institutions (HEIs). Moving beyond isolated green technologies, the study adopts a governance-oriented perspective to explain how individual digital capabilities among academic staff are linked to perceived sustainability-related outcomes through digitally enabled environmental governance innovation. Design/methodology/approach The study uses a quantitative research design using survey data collected from 1,525 academic staff working in Vietnamese HEIs. Partial least squares structural equation modelling was used to test the proposed capability–governance–perception framework and to examine both direct and indirect relationships among the constructs. Findings The findings indicate that AI readiness (artificial intelligence readiness) is positively associated with DPC and lecturers’ perceptions of DEGI. DPC is also positively associated with governance innovation. Most importantly, lecturers’ perceptions of DEGI are strongly associated with perceived environmental performance and indicate a statistically significant indirect association between AIR and perceived environmental outcomes within the specified model. Research limitations/implications This study is based on cross-sectional, self-reported survey data from a single national context, which limits causal inference and statistical generalisability. The findings should therefore be interpreted as perception-based associations rather than evidence of objectively measured institutional environmental improvement. Future research could adopt longitudinal, comparative, multi-source or objective-indicator designs. Practical implications The findings suggest that HEIs should move beyond technology adoption alone and invest in human digital capabilities, sustainability dashboards, environmental data reporting systems and governance structures. Strengthening AIR and DPC among academic staff may support digitally mediated governance innovations for environmental management. Social implications By highlighting governance innovation as a perception-based pathway linking digital capabilities to perceived environmental performance, this study offers insights for HEIs seeking to strengthen their sustainability responsibilities. Digitally enabled environmental governance may support broader sustainability transitions, provided it is embedded within accountable institutional practices. Originality/value This study offers empirical evidence linking individual digital capabilities to perceived environmental management outcomes in higher education through governance innovation. It extends sustainability and digital transformation research by positioning AIR and DPC as enablers of perceived digitally driven environmental governance, particularly within a Global South context.
