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Journal of Emerging Technologies and Innovation Management

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The Impact of Generative AI on Academic Performance and Social Sustainability: A PLS-SEM and fsQCA Study

  • Neha* Neha Corresponding author Department of Management Studies Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India, India ,  
  • Anil Khurana Anil Khurana Department of Management Studies Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India, India
Received: July 18, 2025
Accepted: October 08, 2025
Published: December 10, 2025
Volume: 1 (2) | Page: 13-22

Abstract

Generative Artificial Intelligence (GenAI) has emerged as an innovative tool that enhances knowledge creation in literary sources and decision making in business analytic.The current study aims to examine the impact of knowledge based factors on academic performance in narrow context and social sustainability in broad context based on Social Cognitive Theory. Data were collected from 480 Generation Z (Gen Z) respondents using a stratified sampling technique in the Delhi NCR region. The study adopts a mixed-methods approach to empirically validate the four hypotheses. The results using partial least squares structural equation modeling (PLS-SEM) highlighted that knowledge acquisition and knowledge application have a positive impact on GenAI competence. Moreover, GenAI competence also has a positive effect on academic performance and social sustainability. Additionally, the fuzzy-set qualitative comparative analysis (fsQCA) revealed three necessary conditions for validating the SEM results. The advanced AI knowledge encourage the entrepreneurial mindset among students which enhances entrepreneurs ability to identify market trends, and help in taking innovative solutions. Future studies could examine the longitudinal perspective of students to better understand its long-term implications for education and social sustainability.

Keywords: knowledge acquisition, knowledge application, GenAI competence, academic performance, social sustainability

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