AI-powered VR/AR/metaverse integration for sustainable higher education (SDG4): a mixed-methods study of faculty and student perspectives in Vietnam

Purpose The accelerating integration of artificial intelligence (AI) with immersive technologies such as virtual reality (VR), augmented reality (AR) and the metaverse presents transformative opportunities for advancing sustainable higher education in line with Sustainable Development Goal 4 (SDG4). This study aims to investigate the acceptance, adoption and pedagogical integration of AI-powered VR/AR/metaverse applications from the perspectives of faculty and students in Vietnamese universities. Design/methodology/approach Using a mixed-methods design, the quantitative phase surveyed 649 faculty members and 779 students, applying the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) and Technology Acceptance Model (TAM) to examine key predictors of behavioral intention (BI) and actual usage. The qualitative phase employed semi-structured interviews with a purposive sample, analyzed via NVivo, to capture nuanced insights into perceived pedagogical value, challenges and sustainability implications. Findings Structural equation modeling results indicate that performance expectancy, facilitating conditions and hedonic motivation significantly influence BI, whereas effort expectancy exerts an indirect effect through attitude. Thematic analysis further reveals that AI integration enhances inclusivity, engagement and long-term sustainability of learning environments, but is constrained by infrastructure gaps and faculty readiness. Research limitations/implications The study is limited to a single national context (Vietnam) and relies on self-reported perceptions, which may restrict the generalizability of findings. Future research could expand to cross-country comparisons and longitudinal data to strengthen causal inferences. Practical implications The findings offer actionable insights for policymakers, higher education leaders and practitioners. Recommendations include enhancing digital infrastructure, targeted faculty training and policy frameworks that support AI-powered immersive technologies to foster equity, quality and sustainability in education. Social implications This study highlights the social implications of integrating AI-powered immersive technologies in higher education to advance SDG4. By fostering inclusivity, equity and access, these technologies can help bridge gaps between urban and rural learners, improve engagement for disadvantaged groups and support sustainable lifelong learning. Addressing challenges such as infrastructure readiness and digital divides, the findings underscore the importance of policies and investments that ensure equitable access to transformative technologies, thereby contributing to more socially just and resilient educational systems. Originality/value This study contributes to the literature by integrating UTAUT2 and TAM in examining AI-powered immersive technologies within higher education for SDG4. It uniquely combines large-scale quantitative evidence with qualitative thematic insights, reinforcing the strategic role of immersive technologies in achieving equitable and sustainable educational outcomes.