Cultivating a sustainable future through an interactive AI chatbot for personalized learning of sustainability concepts

Artificial Intelligence (AI) enabled chatbots are increasingly being explored as tools to support personalized learning in higher education. However, empirical evidence regarding their pedagogical value in sustainability education remains limited. This study examined whether chatbot-supported instruction was associated with differences in students’ conceptual understanding of sustainable development topics and explored students’ pedagogical experiences within an AI-mediated learning environment. A quasi-experimental mixed-methods design was employed involving three groups: a chatbot-supported instructional group using the AI chatbot “Ovayo,” a traditional instruction group, and a control group. Quantitative data were collected through pre- and post-test assessments measuring conceptual knowledge of sustainability. In contrast, qualitative data were obtained through semi-structured interviews with students who interacted with the chatbot. The quantitative results revealed statistically significant differences in post-test scores across instructional conditions, with the chatbot-supported group achieving higher mean scores than both the traditional instruction and control groups. Qualitative findings indicated that students perceived the chatbot as interactive, responsive, and supportive in clarifying complex sustainability concepts through conversational and adaptive explanations. These findings are interpreted within the DigCompEdu framework, highlighting the potential role of AI-supported tools in facilitating personalized instructional support and formative feedback. The study contributes empirical insights into the pedagogical integration of AI chatbots in sustainability education. It underscores the importance of aligning AI-supported learning tools with digital pedagogical competence and thoughtful instructional design.