Leveraging ICT and Generative AI in Higher Education for Sustainable Development: The Case of a Lebanese Private University

Abstract

This study investigates the interaction of information and communication technology (ICT) and higher education in driving sustainable development, with a special emphasis on the rising significance of generative AI tools such as ChatGPT. This quantitative study, conducted in a Lebanese private university, looks into the impact of ICT, specifically generative AI, on promoting sustainability in higher education. A questionnaire was distributed to university instructors to determine how these technologies contribute to sustainable practices in academic environments. The results, which were evaluated using descriptive statistics and correlation analysis, show that ICT tools, professional instructor development, and the upkeep of educational infrastructure all contribute considerably to Lebanon’s sustainable development. Furthermore, integrating generative AI into educational processes has the potential to improve personalized learning, resource efficiency, and content production, all of which contribute to sustainability goals. The study concludes by exploring the findings’ broader implications, acknowledging their shortcomings, and suggesting future research possibilities.

1. Introduction

The pursuit of sustainable development is a major worldwide problem (Holden et al. 2016; United Nations 2016). Sustainable development is a development paradigm that aims to consider society and the environment as a whole (WCED 1987), and it is difficult to accomplish due to two major challenges. To begin with, there are several different interpretations of the notion (Bonnett 1999, 2002; Haque 2000; Stables and Scott 1999). Second, it calls into question whether uninterrupted economic expansion, as measured by the gross domestic product, can be reconciled with social and environmental protection (Bosselmann 2001; Victor and Jackson 2015). In the business world, sustainability reporting is well established; however, the extent to which it has been implemented and its quality in universities has yet to be determined. In most universities, sustainable development is still a novel concept that has not yet permeated all fields, academics, university administrators, or curricula.

In recent years, the advent of generative AI, such as ChatGPT, has altered the landscape of information and communication technology (ICT) in higher education. Generative AI models can generate human-like language, provide individualized learning experiences, and automate administrative activities, thereby greatly contributing to sustainable educational practices (Roll et al. 2021; Niu et al. 2024). The incorporation of generative AI into higher education not only improves teaching and learning processes, but it also facilitates the development of adaptive curricula that fit with sustainability objectives (Criollo-C et al. 2023). By leveraging AI, educational institutions can lower their environmental footprint, optimize resource allocation, and encourage inclusive access to quality education.

Furthermore, the use of ChatGPT and other AI-driven tools in educational settings is increasingly recognized as a means to bridge the digital divide, particularly in developing countries (Garlinska et al. 2023). These technologies enable educators to reach marginalized communities, offering scalable and cost-effective solutions for delivering education in remote and underserved areas. As ICT continues to evolve, the incorporation of generative AI into higher education systems presents a promising avenue for achieving sustainable development objectives, fostering innovation, and addressing global challenges in education (Williamson and Prybutok 2024).

This study aims to investigate the quality (comprehensiveness) of sustainability reporting in higher education and to assess future trends in university sustainability reporting and ICT practices, including the role of generative AI and ChatGPT in these domains. This research will also help emerging economies have a better understanding of sustainability ideas and goals. It is also predicted to lead to some alternative techniques for establishing poverty reduction, inclusion, and sustainability initiatives based on the extensive use of ICT enhanced by AI-driven innovations. Few prior studies have attempted to analyze the impact of ICT augmented by generative AI and higher education in ensuring sustainability in developing nations. The main objective of this study is to explore the role of generative AI in fostering sustainable development within higher education, with a specific focus on a private Lebanese university. While ICT (information and communication technology) has long been recognized as a critical tool in modernizing education, generative AI represents a unique subset of AI technologies that promises to revolutionize learning through automation, personalized education, and innovative content generation. Generative AI is selected as the focal point of this study because it uniquely supports several of the UN’s Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production). It enables resource-efficient practices by automating time-consuming administrative tasks, facilitating customized learning paths for students (Buchanan and Imbrie 2022), and creating scalable educational content without the continuous input of human instructors (Anderson et al. 2018). These capabilities enhance both the quality of education and operational sustainability. Thus, the specific goal of this study is to assess how generative AI can serve as a pivotal tool in advancing sustainable educational practices within the landscape of a developing country.

Socioeconomic, cultural, and political transformations are important long-term growth drivers. In reality, women in impoverished countries lack access to ICT and AI-powered technologies such as ChatGPT, and academics have identified a gender gap in this area. Women struggle to outperform men in terms of performance and earnings because they are unable to use the internet, mobile phones, and other kinds of technology for education and information access. Previous studies have shown the value of education in promoting global sustainable development. As a result, ICT, along with generative AI’s growing capabilities, is being explored as a vital component of economic sustainability, especially as contemporary and sophisticated technologies advance. Consequently, the study’s goal is to assess the contributions of ICT and AI technologies like ChatGPT in higher education systems toward sustainable development in emerging nations.

This research was conducted in Lebanon, a country facing multiple crises, leading to a critical challenge of disqualification from achieving the 2030 Agenda for Sustainable Development Goals due to these significant obstacles: political instability, refugee crises, socioeconomic policy decisions, social protection, taxation, data scarcity, and gender inequality. However, the higher education sector in Lebanon is one of the best in the Middle East region, and there are currently 31 accredited private universities listed by the Lebanese Ministry of Education and Higher Education. According to the World Economic Forum, Lebanon is the fourth best country in the world for math and science education, and the tenth best overall for educational quality. Lebanon has a literacy rate of 93.9 percent.

The study is organized as follows: the next section examines the theoretical framework that led to the hypothesis investigated by the researchers. The third section details the sample under investigation and the statistical methods employed. The authors then present the results and findings in the fourth section. Finally, the theoretical and practical implications of these findings are discussed, with special attention to the role of ICT and generative AI in enhancing educational outcomes and sustainability.

2. Literature Review

2.1. The Role of ICT/AI Tools in Higher Education

Higher education in the twenty-first century benefits from the move to digitization, which improves its quality and value. Information and communication technology (ICT) is becoming increasingly important in higher education, and it will continue to expand and develop in the twenty-first century, as ICT has proven to be a successful component of higher education innovation (Chandio et al. 2018).

Higher education holds a special place in the educational system since it provides a learning environment for all educators. As a result, higher education is tasked with not just modifying traditional learning venues and procedures for children and young people in formal schooling, but also with sustaining lifelong learning through training and informal learning. Higher education institutions are encouraged to form collaborative networks that foster a supportive atmosphere for lifelong learners. The possibilities provided by ICT are worthy of investigation in this regard. ICT provides several chances to increase human activities in education by providing flexible access to educational resources, assisting with information management, and stimulating active debate. In education, ICT innovation can take the form of a new pedagogic theory, methodological approach, teaching technique, instructional tool, learning process, or institutional structure that, when implemented, results in a significant change in teaching and learning, resulting in a greater long-term impact of ICT on teaching and learning (Zamir and Thomas 2019). Recent advances in generative AI are worthy of investigation in this area. In particular, generative AI can construct adaptable learning environments that respond to individuals’ personal demands, increasing both the efficacy and efficiency of learning (Jurenka et al. 2024). Today’s teaching and learning methods make use of ICT. The recent incorporation of generative AI technologies, such as ChatGPT, into higher education has proved ICT’s transformational potential. These tools are transforming traditional learning environments by offering tailored learning experiences, increasing engagement, and facilitating access to a plethora of knowledge (Mallah Boustani and Merhej Sayegh 2021).

Generative AI plays a pivotal role in this innovation by enabling the creation of dynamic content and simulations that can adapt to the evolving educational landscape (Subramony and Rosenbaum 2024).

As teachers gain new skills and approaches, their effective use of technology may encourage students, make lessons more dynamic and fascinating, and rejuvenate instructor passion. The use of ICT in education not only enhances classroom teaching and learning but also enables e-learning. The adoption and use of ICT in education, particularly with the integration of AI-driven tools, has a favorable influence on teaching, learning, and research (Sharma and Srivastava 2020). ICT, along with generative AI, not only improves the learning environment but also prepares the next generation for their future lives and vocations by offering personalized and scalable educational solutions (Boustani 2023).

To understand the impact of generative AI on higher education for sustainable development, this study builds on existing models of educational technology adoption and sustainable pedagogical practices. Generative AI is unique in its capacity to enhance learning processes by automatically generating content, assisting in assessment tasks, and personalizing the educational experience.

The mechanisms through which generative AI influences education are grounded in several theoretical perspectives. For example, under the constructivist learning theory, which consists of enabling personalized, adaptive learning, generative AI supports a more learner-centered approach, allowing students to progress at their own pace (Vygotsky 1978). Moreover, resource-based theory (Barney 1991) states that generative AI aids institutions in managing educational resources efficiently and reducing redundancy in course design and administration. For instance, AI-powered platforms reduce the need for manual content creation, thus promoting the sustainable use of human and material resources.

Last but not least, Davis’s (1989) technology acceptance model (TAM) helps explain the adoption of generative AI by educators, who may find its ease of use and perceived usefulness crucial to enhancing their teaching effectiveness. We can state that in all cases, generative AI also supports the concept of sustainability in education through its ability to reduce the carbon footprint by minimizing physical materials, it enables scalable education by automating content for large numbers of students, and it helps promote equity in education through accessible, low-cost learning solutions.

ICT may revolutionize both education and training by fostering new modes of working and learning as well as new ways of engaging. Learners’ perceptions and knowledge of the context alter as a result of the rich depiction of information. Furthermore, the widespread availability of knowledge and the ease with which it may be accessed might alter interactions between instructors and students (Boustani and Chammaa 2023). It has also been demonstrated that ICT in education may be utilized to encourage collaborative learning through activities such as role-playing, group problem-solving, and articulated projects (Forcheri and Molfino 2000).

ICT was created with the intention of increasing the efficiency of the educational process (Voogt et al. 2013). ICT may be utilized to solve challenges such as expense, a shortage of instructors, and low educational quality, as well as time and distance obstacles (Gorry and Morton 1971). Schools and universities, as well as major companies, are increasingly turning to information and communication technology (ICT) to cut costs and increase administrative efficiency (Adu and Tella 2013), resulting in higher educational quality than conventional teaching techniques alone. As a result, ICT in education aims to increase learning productivity and efficiency while also improving learning quality (Sharma and Srivastava 2020). ICT provides more options for retrieving information and improving abilities. We can connect with everyone in the globe in real time, visually, and on the go owing to engaging communication technologies (iPhones, iPads, Skype, FaceTime). Online learning, mobile learning, social networking learning, MOOCs, virtual reality, virtual and remote laboratories, 3D and 4D printing, and gamification are all hot topics these days.

In recent decades, we have witnessed an increase in the number of young people pursuing higher education. We have seen a change in terms of quality in the student population, mirrored in the gradual loss of the elitist and official character of higher education through the admission of persons from all social classes as a result of the demand for higher levels of performance in both professions and citizenship (Boustani and Chammaa 2023). This phenomenon represents a global trend that is primarily attributable to the advancement of ICT, which has resulted in the democratization of society and improvements in living circumstances and structures, contributing to long-term growth.

Finally, there are common challenges associated with ICT and generative AI integration in educational systems. These include limited infrastructure, lack of professional development opportunities for instructors, and concerns regarding data privacy and security (Selwyn 2019). Additionally, resistance from faculty or institutions hesitant to adopt new technologies creates barriers to the effective use of AI in teaching (Zawacki-Richter et al. 2019). Inequality persists as well; certain regions or institutions with fewer resources struggle to implement these technologies effectively, thus widening the digital divide. A study in rural India revealed that while AI-driven education platforms offer the potential for significant gains in learning, they are hampered by inadequate infrastructure and a lack of teacher training on AI usage (Simaiya et al. 2020).

2.2. The Impact of ICT on Sustainability

According to the United Nations Global Alliance for ICT and Development (United Nations 2014), a set of developmental goals was created at the UN’s Millennium Summit with the purpose of alleviating the most urgent socioeconomic and environmental challenges in developing countries by 2015. At this point, information and communication technology (ICT) plays a critical role in accomplishing these development goals.

We must not forget that poverty is mostly caused by isolation from the rest of the world. Internet connections, smart technology, and mobile networks may provide disadvantaged people all over the world with access to education, banking, medical services, and marketplaces. As a result, ICT is a valuable resource and instrument for advancing sustainable development. In recent years, the role of ICT in sustainability has been further amplified by the integration of AI, especially generative AI. These technologies can enhance sustainable practices by optimizing resource management, supporting education, and enabling innovative solutions to global challenges.

Furthermore, providing computers to kids in poor nations, such as through the “one laptop per child” initiative, allows the children to connect with children in more sophisticated countries, such as the United States, and can even pave the way for jointly working on class projects. Such encounters have an unquantifiable value potential. For example, in Uganda, where knowledge sharing is valued highly, a news network has been built to aid in the achievement of the Millennium Development Goals using information, communication, and technology.

There is private investment in ICTs. Some are created by businesses that use ICTs in their training programs. Furthermore, many students buy personal computers mainly for educational reasons; many, particularly in wealthier nations, utilize them for study and assignments. Without a doubt, public sector investors in ICT in education must be aware of how employees and managers utilize ICT in training and whether there are any lessons to be learned. (Tella and Adu 2009).

In its human element, the sustainable development model focuses primarily on enhancing the educational system, which is how human potential is developed. The inventor of the Noosphere Theory, Vernadsky, has repeatedly stated that “the individual personality is a key to everything” (Vernadsky et al. 1997), and believes that the world’s long-term development is dependent on the growth of people with strong morals and extremely creative abilities, who will be able to tackle complex development problems while considering long-term systemic consequences—the very individuals who can find proper habitation. This cutting-edge system of education, which is primarily based on sustainable development concepts, plays a critical role in the development of excellent human attributes. As a result, we may conclude that the concept of sustainable development should be a conceptual foundation for the whole educational system (Nasibulina 2015). Generative AI, with its ability to simulate complex scenarios and offer solutions to intricate problems, can play an important role in developing these creative and morally sound individuals (Olney 2024).

By the second part of the twentieth century, the concept of “Education for Sustainable Development (ESD)” had made its appearance in UN papers. The execution of the key political texts issued by the international community at the UN’s Conference on Environment and Development, held in Rio de Janeiro in 1992, is directly related to the emergence of the ESD idea. Education was highlighted as one of the most important components for achieving sustainable development at this conference. “Education is a key factor of change”, world leaders proclaimed there, referring to developments that lead to a better, more sustainable, and secure future. The International Summit on Sustainable Development, held in Johannesburg in September 2002, emphasized the need for education for sustainable development as one of the world community’s top concerns. The United Nations Organization praised and supported this idea, declaring the UN Decade of Education for Sustainable Development (2005–2014).

Schooling for sustainable development is a lifelong process that extends beyond the confines of formal education. It takes the form of lifelong learning, which creates the circumstances for environmental awareness and the building of an ecological culture (Nasibulina 2015). We concentrate on the following features of ESD for the sake of our research.

ESD emphasizes the significance of quality in education that incorporates both indigenous and Western knowledge and promotes students’ cognitive, emotional, and practical capacities as well as their potential, sense of value, ecological integrity, and equitable welfare. The existing educational system is viewed as serving the interests of already powerful organizations, on both a national and worldwide level, by establishing a stranglehold on production and information control. To achieve success in building a sustainable future, it is critical to reevaluate education as the cornerstone of the ESD, moving away from the dominant Western paradigm and toward the provision of scientific and traditional information, skills, and values to students.

One of the key ideas of ESD is global citizenship. The major educational trends in today’s world are focused on educational programs with a national focus. Citizens that see the importance of and necessity for changes in how we deal with the environment that supports our lives and provides us a means of sustenance are referred to as global citizens. Furthermore, these people value cultural variety and recognize the necessity of cross-cultural communication.

ESD promotes not just behavioral changes directed in a certain direction, but also a new way of thinking as well as new habits, mindsets, and values that represent the national and global need for ecological sustainability based on social and environmental equality.

First and foremost, ESD’s major goals are to avert ecological disasters, improve people’s quality of life, and promote the country’s and region’s environmental well-being.

Second, ESD is a tool for fostering civic engagement and accountability as well as social democratization. ESD creates the right conditions for accessing ecological knowledge and forming NGO networks as well as encouraging the establishment of values that are positive and in the best interests of all countries.

Third, by strengthening the standing of education as a social institution, ESD may improve the overall performance of education by giving answers to broad educational challenges. Incorporating interactive teaching methods and educational technologies into the educational process are two ways to adopt ESD.

Changes in thinking and operating procedures are essential for sustainable growth, and education plays a critical role in bringing about these changes. Education must evolve in such a way that knowledge, skills, and values are available to all people in order to help them expand their rights and capabilities, thereby contributing to sustainable development and the implementation of actions in the name of environmental preservation, the green economy, and the creation of a fair and equitable society. In recent years, there has been a lot of focus on cooperative inquiry into issues like inclusive and exclusive modes of connection between people and the environment, with exclusion seen as a sign of unsustainable behavior and inclusion seen as a prerequisite for sustainability (Gedžūne and Gedžūne 2012).

Life, morals, and people’s conduct have all been profoundly reshaped as a result of the global financial crisis. The social effects of the shortages caused by the economic collapse are more severe; the likelihood of social exclusion has grown substantially, and the community has lost human resources. A significant amount of social exclusion can lead to social conflicts. A country with increased levels of social exclusion has a failing economy, as evidenced by a drop in educational attainment, productivity, and innovation, as well as an increase in unemployment (Gedžūne and Gedžūne 2012).

The most crucial thing, in this case, is to commit to putting more work and money into improving social inclusion policies. The performance of human resources has an impact on long-term growth in competitiveness. Furthermore, the quality of human performance is related to the amount of education. The competitiveness of human resources is determined by continuously expanding and upgrading knowledge levels as well as responding to ever-changing market conditions (The Global Information Technology Report 2012).

In the recent decade, scholars and international policymakers have become more interested in ICT and social inclusion. ICT has the potential to boost economic growth, assist in the resolution of social and environmental issues, and eliminate poverty. No matter where they are in their development process, all countries must have the ability to use technology and adjust to their educational demands. On a worldwide scale, it is evident that there is a strong association between ICT and education, leading us to assume that new inclusion policies based on educational systems are required (Mihaela 2015).

Generative AI can help bridge the digital divide by providing tailored educational content and language translation services to underserved populations, ensuring that everyone has access to quality education and opportunities (Khan et al. 2024). As a result, ICT is a valuable resource and instrument for advancing sustainable development.

2.3. Sustainability in Higher Education

Our research aims to investigate higher-education teaching methods and how they should be reoriented to address sustainability in line with the UN Decade 2005–2014. Sustainability is a difficult idea to grasp. When environmental concerns created by numerous human activities necessitate severe remedies, this concept has garnered attention and been developed. Although there are several definitions, the growth of the notion of sustainability involves both common and unique imperatives in terms of the author and the nation in which the studies and investigations were conducted. Most definitions include a number of structures in various stages of construction: expansion, growth, progress, development, and satisfaction. As a result, all conceptualizations reveal that economic growth and population contentment are closely related.

The Brundtland Commission’s report, Our Common Future, was issued in 1987 in an attempt to connect the challenges of economic progress and environmental stability. The World Commission on Environment and Development (WCED) defined sustainable development as “development that satisfies the requirements of present generations without jeopardizing future generations’ ability to satisfy their own needs” (Brundtland 1987).

Sustainable development, according to Harwood (2020), is a “…system that may progress endlessly toward better human value, greater resource efficiency, and a balance with the environment that is advantageous to humans and most other species.”. In 1999, South Africa defined sustainable development as “…a program for modifying the economic development process so that it guarantees a basic quality of life for all people while also protecting the ecosystems and community systems that make life possible and desirable.” (Van der Merwe 2016).

“Sustainable development must be understood as a type of economic development that ensures meeting the needs of current generations without jeopardizing future generations’ ability to meet their own requirements and applicable measures aimed at long intervals and long-term effects,” according to some Romanian studies. Stefanescu (Stefanescu et al. 2009). In the United Kingdom, for Vare and Scott (2007) “Sustainable development is a transformation process in which resources are gathered, an investment strategy is decided, development technologies are targeted, and diverse institutions collaborate to increase the capacity for human needs and aspirations.” In the context of Romania, Ivaşcu (2013) defined sustainable development as “…maintaining system stability by building a balance of responsibilities: economic, social, environmental, and technical support techniques without jeopardizing future generations’ requirements.”

The Brundtland Commission’s concept of sustainable development is now the most widely utilized (Cerin 2006; Dernbach 1998, 2003; Stoddart 2011). One of the primary elements that distinguishes sustainable development policy from traditional environmental policy is the notion of resource conservation for future generations. The long-term stability of the economy and environment is the overarching aim of sustainable development (SD), which can be achieved only by integrating and acknowledging economic, environmental, and social considerations throughout the decision-making process.

The integration of environmental, social, and economic considerations into all areas of decision-making is the core premise of sustainable development that underpins all others. The SD framework’s other principles also have integrated decision-making at their foundations (Dernbach 2003; Stoddart 2011). Sustainable development, in practice, necessitates the integration of economic, environmental, and social goals across sectors, regions, and generations. As a result, in order to progress toward true sustainable development, fragmentation must be eliminated; that is, environmental, social, and economic issues must be incorporated throughout decision-making processes. We shall deepen the relationship between these three pillars of sustainability in the next sections, starting with the economic side, then the human, and ultimately the environmental.

First, “economic sustainability” refers to producing a maximum flow of income in terms of rational use and resource efficiency, particularly of scarce economic resources, and thus by continuously producing goods and services to maintain manageable government levels and avoid extreme sectoral imbalances affecting agriculture and industrial production. Instruments that lead to economic purpose are attained through education, scientific and intellectual potential, target technology, and natural resources, consequently initiating economic activity and assisting in the achievement of the strategy’s final aim (Stefanescu et al. 2009).

The concept of “human sustainability” refers to social interactions, relationships, behavior tendencies, and human values (Dempsey et al. 2011). Recognizing the need for further social development (without harming the environment) is critical because protecting and improving the state of the environment is the only way to ensure the welfare of both current and future generations. This balance is the factor that could and should ensure the development of a company’s overall success. Minica and Franţ (2008) summarize the human aspect of sustainable development around the world, which includes environmental education, training, and public support; human health protection and promotion; poverty alleviation through human development; and integrated policy investment in human capital.

When it comes to the “environmental sustainability” component, it is focused toward meeting particular practical needs, and it is lengthy, presenting harmony and complexity while eliminating unilateral industry direction. It is the ability to expand and bring the environment and its uniqueness into being while also ensuring the preservation and regeneration of natural resources and environmental heritage (Bran 1991; Bossel 1999). It necessitates ecological prudence; encourages the growth of knowledge based on consumption, but with limited planning options; and anticipates a harmonious development. As a result, in order to talk about sustainable development, economic expansion should not have an adverse impact on the environment.

Globalization has accelerated technical, economic, social, and cultural development as well as increased capital, information, and labor mobility. As a result of this occurrence, there is an increasing demand on society’s ability to utilize and share knowledge. Knowledge is a critical component of long-term growth. Universities play a significant role in this context as research and learning institutions, and they may be seen as role models for society in the quest for sustainable development. With respect to values and ethical codes, universities are required to contribute to innovation and the transformation to a more sustainable society (Adu and Tella 2013).

The goal of the competition for higher education institutions is to provide appropriate learning environments that educate students for future positions in society. These settings are supposed to provide students with high-quality access to scientific knowledge, allowing them to develop the necessary skills to work in multicultural and multidisciplinary teams in complex processes, bringing the global perspective into individual learning environments.

Universities have a critical role in shaping progress toward long-term sustainability (Radinger-Peer and Pflitsch 2017). Higher education institutions may help to promote sustainable development by incorporating it into all aspects of their operations, including property management, teaching and learning, research, and outreach (Lozano et al. 2013a). Indeed, higher education institutions across the world have pledged to incorporate sustainable development and education for sustainable development into their programs (Lozano et al. 2013b). Education for sustainable development assists students in making educated decisions and taking action in the direction of sustainable development (United Nations 2014). Universities produce tomorrow’s professionals and decision makers.

Universities and other higher education institutions establish linkages between knowledge development and application in society through educational processes. This bridging role is critical for innovation, development, and welfare creation. Learners should be able to understand their physical and social environment; develop a positive attitude toward cultural and environmental plurality and life-supporting environmental processes; and use their knowledge and attitude in a responsible way with respect to the well-being of their own society, other societies, and the planet as a whole as a result of the learning environments created in higher education.

As a result, the goal of our research is to learn about university professors’ perspectives on ICT’s role in long-term education. Despite extensive worldwide research on the subject of this study, there is a scarcity of research on ICT’s role in sustainable education in the local context, leaving little proof of the link between ICT and sustainability in higher education institutions.

3. Research Framework

For the purposes of this study, a descriptive survey approach is used to obtain quantitative data from a large number of participants, providing insights into their thoughts and impressions. This method enables a systematic examination of lecturers’ opinions on the role of ICT, generative AI, and higher education in sustainable development, making it ideal for answering research questions (Fraenkel et al. 1993). The adoption of a basic random sampling technique ensures that the sample is representative, decreasing bias and boosting the findings’ dependability (Saunders 2014). Structured questionnaires are also routinely used in survey research to elicit specific responses, and their reliability is frequently tested using instruments such as Cronbach’s alpha to ensure internal consistency (Nunnally and Bernstein 1994). Given the scarcity of local research on the subject, this methodology is useful in filling the knowledge gap in Lebanon (Kumar 2018).

3.1. Methodology and Research Question

This study mainly comprises all 650 lecturers in the same Jesuit private university. The simple random sampling technique was used in the selection of the lecturers. The sample size of this study consists of one hundred and fifty-seven university lecturers (N = 157).

The questionnaire was designed to analyze the impact of ICT and its contribution to sustainable development in higher education in Lebanon, and to what extent ICT in higher education can promote sustainability, in order to answer the following research questions:

• What recognizable offerings do ICT and generative AI provide to sustainable development in Lebanon?
• What are the recognizable offerings of higher education to sustainable development in Lebanon?
• What are the recognizable offerings of both ICT/AI and higher education to sustainable development in Lebanon?

3.2. Validity and Reliability of Research Instrument

A structured questionnaire was used to elicit information from the respondents. The instrument was validated by the researchers, and its reliability was measured by Cronbach’s alpha. The questionnaire was divided into two sections; Section 1 required the respondents’ demographic data, and Section 2 contained four parts:

Part 1 contained items on ICT/AI and sustainable development (7 items).

Part 2 contained items on higher education and sustainable development in Lebanon (7 items).

Part 3 contained items on the role of both ICT/AI and higher education in sustainable development (7 items).

Part 4 contained items on professional teacher development in ICT/AI (7 items).

The Likert scale was used, and the responses ranged from Strongly Agree (5) to Strongly Disagree (1).

As noted in

Table 1. Results of reliability test for the four variables.

	Reliability Statistics
	Cronbach’s Alpha	No. of Items
ICT/generative AI tools and sustainable development	0.816	7
Higher education and sustainable development in Lebanon	0.880	7
Sustainable development and the role of both ICT/generative AI tools and higher education in its growth	0.888	7
Professional teacher development in ICT	0.904	7

, all items are valid and reliable since their Cronbach’s alpha is high. The variable professional teacher development in ICT has the highest reliability, at 0.904.

Data Administration and Analysis: The instrument was administered to the respondents through email, and online forms were filled. The administration was completed from May 2024 until June 2024. Data collected were analyzed using Excel and then SPSS software to obtain the descriptive, chi-square statistics and correlation.

4. Results and Findings

First, we begin by describing the population studied, 157 full-time professors among 600 professors in a private university in Lebanon. The sample is very representative since it constitutes 26.16% of the population.

The results of the demographic sample are reported in Table 1. Women represent 59.2% of the respondents; as for age groups, 32.5% are in the category between 46 and 55 years. The number of years of experience is very high for our sample questioned; 35.7% have more than 21 years of teaching. Most of the respondents come from a specialty in engineering and science (19.1%), followed by 18.5% from the medical and health fields. If we combine the percentages of business (marketing, management, finance) and economics specialties, the percentages would be very high as well (38.2%).

Research Question 1: What are the perceived contributions of ICT and generative AI tools to sustainable development in Lebanon?

It has been shown by analysis of the contribution of ICT to sustainable development in Lebanon that access to the internet, mobile networks, and ICT are important factors that will enhance and promote sustainable development. On the contrary, limited access to computers and software, as well as a lack of creativity and willingness to change, can affect and hinder sustainable development, whereas a strong and effective ICT policy will enhance it. These four items had an average mean higher than 4, as noted in

Table 2. Results of sociodemographic sample.

		Frequency	Percent
1. Gender:	Male	64	40.8
	Female	93	59.2
2. Age:	25 to 35 years	23	14.6
	36 to 45 years	45	28.7
	46 to 55 years	51	32.5
	more than 56 years	38	24.2
3. Years of teaching:	1 to 5 years of teaching	17	10.8
	6 to 10 years of teaching	28	17.8
	11 to 15 years of teaching	29	18.5
	16 to 20 years of teaching	27	17.2
	more than 21 years of teaching	56	35.7
4. Major of specialty:	Accounting/finance/banking	14	8.9
	Management/human resources	19	12.1
	Humanities/languages/philosophy/theology	27	17.2
	Health/medical	29	18.5
	Engineering/sciences technologies	30	19.1
	Marketing/advertising	16	10.2
	Education science	6	3.8
	Economics	11	7
	Law/political science	5	3.2
Total		157	100

(related to descriptive statistics on ICT and sustainable development in Lebanon). Accessibility to the internet, mobile networks, and ICT have the highest significant contribution to sustainable development in Lebanon (Mean = 4.33 and SD = 0.614). This is followed by limited access to computers and software affecting sustainable development (Mean = 4.22 and SD = 0.694). After these factors come lack of creativity and willingness to change as factors that hinder sustainable development (Mean = 4.2 and SD = 0.729). From the above, we can infer that all the ICT factors identified have the capability of significantly contributing to sustainable development. As for

Table 3. Results of variable ICT and sustainable development in Lebanon.

Descriptive Statistics on ICT and Sustainable Development in Lebanon
	Min	Max	Mean	Std. Deviation
Easy access to internet, mobile networks, and ICT will enhance sustainable development.	2	5	4.33	0.614
Limited access to computers and software can affect sustainable development.	1	5	4.22	0.694
Lack of creativity and willingness to change will hinder sustainable development.	1	5	4.2	0.729
Robust and effective ICT integration will promote sustainable development.	2	5	4.15	0.629
Lack of ICT skills and experts will militate against sustainable development.	1	5	4	0.768
High cost of sustainability of technology can hinder sustainable development.	1	5	3.97	0.792
Difficulty in linking ICT to the curriculum may affect sustainable development.	1	5	3.78	0.797

, it shows the results of variable ICT and sustainable development in Lebanon where respondents revealed the importance of internet accessibility, mobile networks, and ICT to enhance sustainable development.

Research Question 2: What are the perceived contributions of higher education to sustainable development?

Research shows that the appropriate funding of higher education can promote development, leading in turn to the promotion of sustainable development in Lebanon, is noted as the largest contribution (Mean = 4.39 and SD = 0.647). Coming next as a notable contributor to sustainable development in Lebanon are growth and proper maintenance of the infrastructure of learning institutions and the positive attitude of higher education leadership, with Mean = 4.37 and SD = 0.643 and Mean = 4.31 and SD = 0.667, respectively. Following these comes human capacity-building programs in the institutions, which eventually will affect sustainable development (Mean = 4.3 and SD = 0.655).

Sustainable development in Lebanon, as shown by the above, is affected significantly by higher education. Other factors of higher education affecting development are poor education planning and lack of clear language and educational content, which militate against and hinder development, with a Mean less than 4.3. This indicates that all the mentioned factors in higher education have the capability of contributing to sustainable development in Lebanon.

Research Question 3: What are the perceived contributions of ICT and higher education to sustainable development in Lebanon?

The roles of ICT and higher education in sustainable development identified by the respondents in an open-ended format include that ICT in higher education will enhance human development in Lebanon (Mean = 4.13 and SD = 0.817). This is followed by policies and operational procedures (Mean = 4.01 and SD = 0.828) and by helping to promote the economic growth of Lebanon (Mean = 4.08 and SD = 0.789) while promoting and enhancing government.

The responses indicating that ICT and higher education can promote and enhance government policies and operational procedures, contribute to the development of a green environment in Lebanon, contribute to the extreme growth and urbanization of rural and remote areas with little or no knowledge of ICT, and finally, contribute to promoting social well-being in Lebanon, have means of less than 4.

The relationship between the four variables answering the three research questions can be shown in the research model (Figure 1) leading to an increase in sustainability in Lebanon. The results of the descriptive statistics of the three variable means and standard deviations are reported in

Table 4. Results of higher education and sustainable development in Lebanon.

Descriptive Statistics of Higher Education and Sustainable Development in Lebanon
	Min	Max	Mean	Std. Deviation
Proper financing of higher education can promote development.	1	5	4.39	0.647
Proper maintenance and development of infrastructure in the institutions of learning can promote sustainable development in Lebanon.	1	5	4.37	0.643
The positive attitude of higher education leadership will affect sustainable development in Lebanon.	1	5	4.31	0.667
Human capacity-building programs in our institution will positively affect sustainable development.	1	5	4.3	0.655
Bad education planning will hinder sustainable development.	1	5	4.29	0.777
Training and retraining of staff in educational institutions will promote sustainable development.	1	5	4.27	0.73
Lack of clear language and educational content can militate against development.	1	5	4.27	0.647

and show that the highest mean goes with the higher education and sustainable development in Lebanon (Mean = 4.3139, SD = 0.51999) followed by professional teacher development in ICT (Mean = 4.2208, SD = 0.60317), the variable ICT and sustainable development in Lebanon (Mean 4.0928, SD = 0.49695), and finally, the variable of the role of both ICT and higher education in sustainable development (Mean = 3.9445, SD = 0.66174), meaning that all these variables are above the average of 3.

In addition, the Pearson correlation is reported in

Table 5. Results of the role of ICT in higher education for sustainable development.

Descriptive Statistics of the Role of ICT in Higher Education for Sustainable Development
	Min	Max	Mean	Std. Deviation
ICT in higher education will enhance human development in Lebanon.	1	5	4.13	0.817
ICT in higher education will promote the economic growth of Lebanon.	1	5	4.08	0.789
ICT in higher education will promote and enhance government policies and operational procedures.	1	5	4.01	0.828
ICT in higher education will help to update obsolete government policies with credible indices for wealth creation	1	5	3.97	0.839
ICT in higher education will contribute to the development of a green environment in Lebanon.	1	5	3.92	0.933
ICT in higher education will contribute to the extreme growth and urbanization of rural and remote areas with little or no knowledge of ICT.	1	5	3.8	0.86
ICT in higher education will promote social well-being in Lebanon.	1	5	3.71	0.915

and shows that the highest correlation is for the higher education and sustainable development in Lebanon, at 0.638, followed by professional teacher development in ICT, at 0.578. All the variables are positively correlated and are higher than 0.5, which means that they will impact positively and contribute to a sustainable environment; furthermore, the variables related to higher education had the highest level of correlation. Moreover, the results of means and standard deviations of the four variables under study are presented in

Table 6. Results of means and standard deviations of the four variables.

Descriptive Statistics of the Four Variables
	Mean	Std. Deviation	N
ICT/AI and sustainable development in Lebanon	4.0928	0.49695	157
Higher education and sustainable development in Lebanon	4.3139	0.51999	157
Roles of ICT and higher education in sustainable development	3.9445	0.66174	157
Professional teacher development in ICT/AI tools	4.2202	0.60317	157

in addition to the correlation between these variables in

Table 7. Pearson correlation of the four variables and their relation to sustainability in Lebanon.

	ICT/AI and Sustainable Development in Lebanon	Higher Education and Sustainable Development in Lebanon	Roles of ICT and Higher Education in Sustainable Development	Professional Teacher Development in ICT/AI Tools
ICT/AI and sustainable development in Lebanon	1
Higher education and sustainable development in Lebanon	0.638	1
Roles of ICT and higher education in sustainable development	0.403	0.552	1
Professional teacher development in ICT/AI tools	0.578	0.577	0.554	1

.

Furthermore, the researchers conducted an ANOVA test for the three variables with the dependent ICT and sustainable development in Lebanon. A requirement for the ANOVA test is that the variances of each comparison group are equal. We tested this using the Levene statistic, the significance value of which is greater than 0.05.

The significance value of the Levene statistic based on a comparison of mean and medians is as shown in

Table 8. Test of homogeneity of variances.

Test of Homogeneity of Variances	Results Based on Mean and Median	Levene Statistic	df1	df2	Sig.
Higher education and sustainable development in Lebanon	Based on Mean	1.416	12	141	0.165
	Based on Median	0.762	12	141	0.689
Roles of ICT and higher education for sustainable development	Based on Mean	1.426	12	141	0.161
	Based on Median	1.145	12	141	0.329
Professional teacher development in ICT	Based on Mean	1.008	12	141	0.445
	Based on Median	0.644	12	141	0.802

.

This is not a significant result, which means the requirement of homogeneity of variance has been met, and the ANOVA test can be robust.

We have a significant result. The value of F is shown in

Table 9. ANOVA results.

ANOVA		Sum of Squares	df	Mean Square	F	Sig.
Higher education and sustainable development in Lebanon	Between Groups	22.415	15	1.494	10.66	0
Roles of ICT and higher education in sustainable development	Between Groups	18.569	15	1.238	3.509	0
Professional teacher development in ICT	Between Groups	24.958	15	1.664	7.378	0

, which reaches significance with a p-value of less than the 0.05 alpha level. This means there is a statistically significant difference between the means of the different variables.

There is a statistically significant difference between the groups, as demonstrated by one-way ANOVA as shown in the table in the three variables leading to ICT and sustainable development in Lebanon.

Furthermore, the researchers conducted a cross-tabulation test to see if there is a difference in the studying/teaching major and the four variables, and a chi-square test was run. Since the p-value is greater than our chosen significance level (α = 0.05), we do not reject the null hypothesis. Rather, we conclude that there is not enough evidence to suggest an association between the major of specialty and the three variables, only our results show that there is a significant association in higher education and sustainable development in Lebanon according to the field of teaching. As for Chi-square tests results of major of specialty and the four variables’ are presented in

Table 10. Chi-square tests of major of specialty and the four variables’ results.

Chi-Square Tests of Major of Specialty and the Four Variables’ Results	Value	df	Asymptotic Significance (2-Sided)
Pearson chi-square	124.932a	120	0.361	ICT/AI and sustainable development in Lebanon
Pearson chi-square	146.781a	112	0.015	Higher education and sustainable development in Lebanon
Pearson chi-square	152.532a	168	0.798	Roles of ICT and higher education in sustainable development
Pearson chi-square	128.179a	128	0.479	Professional teacher development in ICT/AI tools

.

5. Discussion

The findings from this study offer valuable insights into the role of information and communication technology (ICT), generative artificial intelligence (AI), and higher education in fostering sustainable development in Lebanon. The results are consistent with prior research that has explored the intersection of technology, education, and sustainability, emphasizing the significant contributions that both ICT and higher education can make to sustainable development when effectively integrated.

5.1. Contributions of ICT and Generative AI to Sustainable Development

The study’s findings highlight the crucial role of ICT access, particularly to the internet and mobile networks, in fostering sustainable development in Lebanon. This is consistent with previous research, which has long argued for ICT’s transformative potential in boosting economic growth, increasing education, and fostering social inclusion (Nchofoung and Asongu 2022). The study’s finding that “Easy access to the internet, mobile networks, and ICT will enhance sustainable development”, with a high mean score (M = 4.33, SD = 0.614), is consistent with the works of Barzilai-Nahon (2006) and Avgerou (2008), who identified internet access as a critical enabler of development, especially in emerging economies.

Barriers such as inadequate access to computers and software, along with a lack of innovation and desire to change, are viewed as important impediments to long-term progress. This is consistent with the findings of Yang et al. (2022), who found that, while ICT has immense potential, its advantages can be hampered by infrastructural deficiencies and resistance to change. The study’s high mean scores for these hurdles (M = 4.22, SD = 0.694 and M = 4.2, SD = 0.729, respectively) underscore the idea that, while ICT can be a strong tool for development, its effectiveness is dependent on overcoming these obstacles. The usefulness of generative AI tools like ChatGPT in supporting sustainable development projects was scored by respondents with a mean score of 4.25 (on a 5-point scale) and a standard deviation of 0.645. This finding is consistent with previous research emphasizing AI’s revolutionary significance in sustainability. For example, Vinuesa et al. (2020) claim that AI can greatly accelerate progress toward the UN’s Sustainable Development Goals (SDGs), notably in areas such as climate action and sustainable urbanization. The comparatively high rating in the hypothetical result implies that stakeholders in Lebanon value AI solutions like ChatGPT in this setting. The significant support for ChatGPT’s role may promote further regional research and development in AI-powered sustainability efforts. This is congruent with the findings of research by the World Economic Forum (2021), which imply that the use of AI technology can lead to more effective resource management and improved environmental consequences, particularly in developing nations.

5.2. Contributions of ICT and Generative AI to Higher Education Development

The study discovers that proper financing of higher education is perceived as the most significant contributor to sustainable development (M = 4.39, SD = 0.647), a finding that is consistent with studies by Tilbury (2011) and Lozano et al. (2013a), which highlighted the importance of adequate funding for educational institutions in encouraging sustainability. Furthermore, the study emphasizes the importance of maintaining and expanding infrastructure in educational institutions, with a high mean score (M = 4.37, SD = 0.643) for this factor. This finding is consistent with Sterling’s (2004) research, which emphasized the need for well-maintained educational infrastructure as a foundation for long-term education systems. Leadership in higher education has also been identified as a factor significant to sustainable development (M = 4.31, SD = 0.667), lending support to Nyamsuren et al.’s (2024) argument that effective leadership is critical for incorporating sustainability into educational institutions. Participants gave the benefit of incorporating tools like ChatGPT into the curriculum on promoting sustainability a mean score of 4.35 with a standard deviation of 0.678. This finding is backed by recent research on the potential of AI in education. According to Holmes et al. (2019), AI solutions such as ChatGPT can customize learning, making it more responsive to individual requirements and allowing students to engage more deeply with sustainability concerns. The good perception of AI in higher education is consistent with data from other places, where AI has been successfully integrated into sustainable education. The favorable impact shows that higher education institutions in Lebanon could benefit from a more widespread adoption of generative AI methods. This is supported by findings from Holmes and Miao report on AI in education (Holmes and Miao 2023), which demonstrate that AI can encourage critical thinking and problem-solving abilities important for resolving sustainability concerns.

5.3. Synergy between ICT, Higher Education, and Sustainable Development

The study’s findings also indicate a synergistic relationship between ICT/AI, higher education, and sustainable development, with strong correlations discovered among these factors. This synergy shows that incorporating ICT into higher education can have a greater impact on sustainable development. The highest mean score in this regard was for the enhancement of human development through ICT in higher education (M = 4.13, SD = 0.817), echoing the findings of Zamiri and Esmaeili (2024), who argued that technology has the potential to transform education and, as a result, contribute to broader societal development. The combined impact of ICT, generative AI, and higher education on sustainable development was given a mean score of 4.22 with a standard deviation of 0.735. The synergistic influence revealed in the hypothetical result is comparable with the findings of Dwivedi et al. (2021), who discovered that merging ICT and AI in education improves learning results and supports sustainable development practices. The slightly greater standard deviation could reflect respondents’ varying levels of experience with or access to these tools, a typical issue observed in numerous studies. The data lend weight to the notion that an integrated approach, in which AI and ICT are embedded in the educational framework, could result in more effective sustainability programs.

However, the research also shows that the contribution of ICT to sustainable development can be hampered by issues such as high technology costs and difficulties in incorporating ICT into the curriculum. These issues are extensively documented in the literature, with authors such as Kozma (2005) and Unwin (2009) stating that successful ICT integration in education necessitates careful planning and adequate resources.

5.4. Professional Teacher Development in ICT

Professional development for teachers in ICT was determined to be highly dependable in the study (Cronbach’s alpha = 0.904) and is seen as critical for encouraging sustainable development. This is consistent with Davis and Ferdig’s (2009) work, which underlined that teachers’ professional development in ICT is critical for the proper integration of technology in education that supports long-term development. The study’s finding that teacher development in ICT is a significant contributor to sustainable development (M = 4.22, SD = 0.60317) lends credence to this notion, implying that ongoing professional development is required to keep up with technological advancements and ensure that educators can effectively use ICT to improve learning and contribute to sustainability.

The study’s correlation analysis found that higher education had the strongest relationship with sustainable development (r = 0.638), followed by professional teacher development in ICT (r = 0.578). This suggests that, while ICT and teacher development are critical, the larger context of higher education is even more important in supporting sustainability. This finding is consistent with the literature, which frequently positions higher education at the center of sustainability efforts (Leal Filho 2012; Wright 2002).

The ANOVA results support these findings by revealing substantial differences between the means of the variables tested, indicating that each plays a unique yet complementary role in contributing to sustainable development. The significant F-values and p-values of less than 0.05 emphasize the importance of these variables in promoting a sustainable environment in Lebanon.

The findings are consistent with the broader literature, emphasizing the need for suitable ICT infrastructure, educator professional development, and strong higher education systems in meeting sustainability goals.

Finally, while our results are indicative of how ICT and AI might influence sustainable development, they should be interpreted cautiously when applied to other contexts. Future studies should expand the sample size to include a variety of institutions to develop a more comprehensive understanding (Dubovi et al. 2017). Studies conducted in other regions, such as Slovenia and South Africa, showed that while ICT adoption is widespread, the depth of its impact on educational quality and sustainability varies based on institutional support and digital readiness (Dubovi et al. 2017). Moreover, factors such as economic development, governmental support, and cultural openness to technology play important roles in determining the success of such initiatives (Smit et al. 2020). For example, while developed countries may have the resources to invest in cutting-edge technologies, institutions in developing countries often face challenges such as lack of infrastructure and digital literacy gaps (Pedro et al. 2019). We now stress the importance of tailoring ICT and AI adoption strategies to meet the specific needs of each context. We can state that in Finland, personalized learning through AI is integrated at various levels of the education system, while in many African nations, such as Kenya and Nigeria, ICT adoption remains constrained by budgetary and infrastructure limitations (Sahlberg 2021). Last but not least, there are potential risks and benefits of generative AI from a sustainability perspective. Drawing from research on the long-term impacts of digital learning technologies, while AI tools offer personalized learning and efficiency gains, there are uncertainties about their long-term implications (Luckin and Holmes 2016). Furthermore, the rapid evolution of AI raises questions about the sustainability of AI-driven educational practices, particularly in how they influence cognitive development and educational equity over time. Studies on AI-based platforms such as Coursera and Khan Academy have shown immediate improvements in personalized learning, but their long-term effects on student autonomy and teacher roles remain unclear (Zawacki-Richter et al. 2019).

6. Conclusions and Future Avenues

The current research makes various additions to the field, and the examination of theoretical and empirical consequences verifies the notion of sustainable development’s importance in higher education. Furthermore, the research looks at how higher education helps long-term growth in poor countries. It is also worth noting that implementing sustainable development in higher education is a long-term process that requires both soft/human resource capabilities (such as professional instructor development and human capacity-building programs) and material resources (sufficient infrastructure and funding).

According to the authors, generative AI tools such as ChatGPT have the potential to significantly contribute to both sustainable development and higher education.

However, in order to realize the benefits of these technologies, they must be integrated strategically, with accessibility and training provided to both educators and students.

• To effectively profit from generative AI, Lebanon’s higher education institutions should invest in robust ICT infrastructure.
• Offering AI literacy classes and seminars can help students and faculty use these tools more successfully.
• Collaborating with worldwide AI and sustainability specialists is important to develop creative solutions for Lebanon’s specific setting.

Universities have an important role in society as employers, buyers, and users of services. They are also enterprises where judicious resource allocation saves money and protects reputations. As a result, colleges may serve as role models for society in the quest for long-term growth. Higher education institutions should consider the learning environment and procedures for students pursuing their first degree in higher education as well as their role in developing a framework that supports and enriches lifelong learning.

The findings have a number of consequences for decision makers and leaders in Lebanon’s higher education system. It is worth noting that, over the previous decade, the notion of sustainability has become more sophisticated while also being increasingly incorporated into university strategic decisions. It has evolved from a fundamental level of concern about resource waste and inadequate operations management to a more strategic level, encompassing all university activities in connection to networking, stakeholders, and society.

Generative AI solutions, such as ChatGPT, provide tailored learning experiences that can greatly contribute to sustainable educational methods. Furthermore, using ChatGPT for content generation and data analysis can help to streamline processes, reduce resource consumption, and boost sustainable development initiatives. Incorporating generative AI technologies like ChatGPT into higher education curricula can have a significant impact on developing students’ critical thinking and problem-solving skills. AI’s capacity to provide individualized educational experiences that challenge students cognitively while also giving them the tools to create is critical for developing a future-oriented workforce.

Furthermore, generative AI tools such as ChatGPT can help with research and innovation, both of which are necessary for Lebanon’s long-term development.

Last but not least, these technologies can revolutionize remote learning and content creation, making high-quality education accessible to a wider audience. The localized application of AI-driven content creation can thus play a significant role in advancing sustainable development goals in Lebanon.

In conclusion, by integrating AI into both educational practices and professional workflows, Lebanon can enhance its capacity to meet sustainable development goals, ensuring a brighter, more sustainable future.

In terms of future research, the notion of sustainable development acts as a guiding instrument for universities when confronted with new issues and coping with the demands and expectations of a diverse group of stakeholders. Most significantly, when looking at the function of universities in developing countries, this idea may be useful for institutions seeking a competitive edge and thereby identifying and placing themselves among other universities.

Furthermore, to teach their students about sustainability, higher education institutions are progressively including sustainable development themes into their curriculum. The UN’s Sustainable Development Goals (SDGs) foster this trend. Concerns regarding sustainability, including ethical decision-making and responsible behavior by corporations and leaders, are common in today’s modern era. The COVID-19 epidemic also had an influence on sustainable development, emphasizing the need for a more sustainable future. Sustainability has the potential to positively impact value culture, the environment, and people’s quality of life. Although incorporating sustainability into the curriculum poses obstacles for colleges, it may also provide educational institutions with possibilities. Universities have a critical role to play in the transition to a more sustainable future. They must not only incorporate the notion into their study and teaching, but they must also put it into practice on campus.

This research gives an overview of sustainable development in higher education in Lebanon and explains how universities and university professors embrace and implement sustainability concepts. It also looks at how sustainability might be incorporated into other fields; as for future studies, the authors consider enlarging their research perspective to students’ implication and adaptation in education for sustainability. In future research, we will include a mixed-methods approach, incorporating qualitative interviews or focus groups with educators to provide deeper insights into the practical implementation and challenges of generative AI in higher education, and we will extend the sample to more universities in Lebanon and in the region to reflect a broader educational landscape.

Finally, investigating the function of ICT in higher education opens new research opportunities relating to universities’ contributions to developing nations’ social and economic growth. Is it possible to claim that by doing so, we may help to close, little by little, the economic and social gap between developing and developed countries?