The Role of Artificial Intelligence in Advancing Environmental, Social and Government Literacy in Higher Education: A Systematic Review

Abstract

The integration of Artificial Intelligence (AI) into higher education has emerged as a transformative force in advancing Environmental, Social, and Governance (ESG) literacy among students. Despite this potential, the lack of consolidated understanding on how AI tools contribute to ESG-related learning outcomes and the readiness of faculty to implement these technologies continues to challenge effective integration. This study addresses these gaps by conducting a systematic literature review to examine existing research on the role of AI in promoting ESG literacy within higher education and to assess faculty preparedness for AI-enhanced sustainability education. The review involved a comprehensive search of electronic databases, covering peer-reviewed journal articles and conference proceedings published between 2018 and 2024. The analysis revealed key thematic trends in AI applications, including the use of intelligent tutoring systems, generative feedback tools, and adaptive learning platforms that support outcome-based ESG instruction. Additionally, the review highlights barriers related to faculty digital competence, infrastructure limitations, and institutional policy misalignment. While evidence suggests that AI can foster personalized, reflective, and interdisciplinary ESG learning, its success is highly dependent on educator engagement and institutional support structures. This study provides a foundational reference for researchers, educators, and policymakers aiming to leverage AI for sustainable development goals in education, particularly SDG 4 (Quality Education) and SDG 12 (Responsible Consumption and Production), and underscores the need for further empirical work to bridge the gap between technological innovation and ESG pedagogy.