Exploring perceived sustainable competencies in relation to curricula, generative AI tool usage, and knowledge sharing in blended learning.

This study examined direct and indirect connections between sustainable curricula and perceived sustainable competencies among preservice teachers in blended learning, using generative AI tool usage and knowledge-sharing practices as mediating variables. The Curriculum Delivery Framework (CDF), Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), Knowledge Sharing Perspectives and Sustainable Development Goals guided this research. A survey was administered to 446 participants, using a convenient sampling technique, at six universities in Hubei, China, using a time-lag design and analyzed using partial least squares structural equation modeling. The findings indicate that sustainable curricula significantly correlate with perceived sustainable competencies. In addition, generative AI tool usage mediated by knowledge-sharing practices partially explains this relationship. To the best of the authors' knowledge, this is the first study to propose a novel framework integrating sustainable curricula, generative AI tool usage, and knowledge-sharing practices to foster perceived sustainable competencies among preservice teachers. The valuable implications of these findings for teachers, curriculum policymakers, university administration and students are discussed, along with considerations for future research directions.