CC BY 4.0Nguyen, YenNguyen, Tri2026-09-142026-09-142026-09-14https://2026.ifla.orghttps://repository.ifla.org/handle/20.500.14598/7376As artificial intelligence (AI) is increasingly applied in higher education, understanding student perceptions is essential for responsible and effective integration. This study investigates the relationship between AI literacy, ethical concerns, sustainability perception, institutional trust, and perceived academic growth at Vietnamese–German University. A mixed-method approach was utilized, combining a survey of 204 students and interviews with 15 students at all levels. Quantitative data were analyzed using a PLS-SEM model with bootstrapping, qualitative findings provided additional insights. The results reveal a significant gap between the high frequency of AI use and students' limited ability to critically evaluate its impacts, suggesting inadequate knowledge of AI. Students primarily view AI as a productivity-enhancing tool rather than a creativity-enhancing tool and tend to use it as a supplement rather than a replacement for human cognition. Ethical concerns significantly impact trust in the institution, while awareness of sustainability emerges as a strong predictor of both student trust and motivation. These findings underscore the need for higher education institutions to enhance their knowledge of artificial intelligence and integrate ethical and sustainability-oriented frameworks into their AI application strategies to ensure responsible and effective adoption.enghttps://creativecommons.org/licenses/by/4.0/Artificial intelligenceDigital literacyEthicsSustainabilityEducationPostersYen NguyenTri Nguyen