Exploring the Influencing Mechanisms of Adolescents’ Intentions to Use AI to Support Environmental Protection

Abstract

Artificial intelligence (AI) is revitalizing environmental
protection education and prompting researchers to
reconsider its broader impacts. Adolescents are both key
recipients of environmental knowledge and future drivers of
green innovation. This study integrates the Unified Theory
of Acceptance and Use of Technology with the 21st century
core competencies framework to examine factors shaping
adolescents' intentions to adopt and use AI in
environmental protection. Results show that social
influence, facilitating conditions, effort expectancy,
performance expectancy, knowledge understanding and
application, critical thinking, and creativity
significantly predict behavioral intention. Communication
and collaboration is not significantly related.