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

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Listed:
  • 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)

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.

Suggested Citation

  • Fathi M. Abunaser & Mohamed Mostafa Mohamed Hamd & Asma Mubarak Nasser Bani-Oraba & Omer Hamed & Maen Qasem Mohamad Alshiyab & Zubaida Shebani, 2025. "Dynamic Capabilities of University Administration and Their Impact on Student Awareness of Artificial Intelligence Tools," Sustainability, MDPI, vol. 17(15), pages 1-25, August.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:15:p:7092-:d:1718020
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    References listed on IDEAS

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    4. Ching Sing Chai & Xingwei Wang & Chang Xu, 2020. "An Extended Theory of Planned Behavior for the Modelling of Chinese Secondary School Students’ Intention to Learn Artificial Intelligence," Mathematics, MDPI, vol. 8(11), pages 1-18, November.
    5. Kathleen M. Eisenhardt & Jeffrey A. Martin, 2000. "Dynamic capabilities: what are they?," Strategic Management Journal, Wiley Blackwell, vol. 21(10‐11), pages 1105-1121, October.
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