Academic integrity has been at the centre of the discussion of the adoption of Chat GPT by academics in their research. This study explored how academic integrity mitigates the desire to use ChatGPT in academic tasks by EFL Pre-service teachers, in consideration of the time factor, perceived peer influence, academic self-effectiveness, and self-esteem. The study utilized web-based questionnaires to elicit data from 300 EFL Pre-service teachers across educational fields drawn from different schools across the world. Analysis was conducted using relevant statistical measures to test the projected four hypotheses. The findings provide evidence in support of Hypothesis 1, with a statistically significant path coefficient (β) of 0.442, a t-value of 3.728, and a p-value of 0.000. The hypothesis acceptance implies that when academic integrity improves, the impact of the time-saving aspect of the use of ChatGPT Across educational fields study decreases. This suggests that EFL Pre-service teachers who have a firm dedication to academic honesty are less influenced by the tempting appeal of ChatGPT’s time-saving features, highlighting the ethical factors that influence their decision-making. The data also provide support for Hypothesis 2, indicating a substantial inverse relationship with a path coefficient (β) of 0.369, a t-value of 5.629, and a p-value of 0.001. These findings indicate that stronger adherence to academic integrity is linked to a diminished effect of colleagues on the choice to use ChatGPT in Academic tasks. The results suggest that a firm dedication to academic honesty serves as a protective barrier against exogenous pressures or influences from colleagues when it comes to embracing cutting-edge technology. However, in general, these findings revealed there was a negative association between academically related factors (e.g., time factor, sense of peer pressure, language study self-confidence, and academic language competence), as well as an attitude toward adoption of ChatGPT and commitment towards academic integrity.

Sustainable development (SD) is an approach that aims to meet the needs of the present generation without compromising the ability of future generations to meet their own needs. Education for sustainable development (ESD) is a key component in achieving this goal, as it equips young people with the knowledge, skills, and values needed to make sustainable decisions. This study investigated how preschool teachers in Saudi Arabia understood (SD) and the state of (ESD) practices. A survey was used to collect data from 230 Saudi preschool teachers. The findings revealed that 90% of teachers lacked awareness regarding SD. The overall evaluation of ESD practices among participants indicated a weak subpar status, with an average score of 2.49 out of 4. Notably, in ascending order, the following three dimensions had weak mean scores: the content aspect (2.38) had the lowest score, followed by the practice aspect (2.54) and the competencies aspect (2.58). Meanwhile, the values aspect (2.63) had an average outcome. Analysing the mean scores of ESD practices based on teachers’ qualifications and school types revealed significant differences, although no variations were observed based on experience. The primary obstacle to ESD implementation in pre-schools was the lack of awareness regarding SD/ESD. The study underscores the significance of expanding teacher training to promote ESD effectively in pre-school settings. The results highlight the need for professional development opportunities to improve ESD implementation in classrooms, educate Saudi preschool teachers about SD, and create instructional materials that align with the principles of ESD.