The rapid adoption of Generative Artificial Intelligence is transforming higher education and reshaping the competencies required for future employment. This study examines the influence of Generative Artificial Intelligence Adoption on Environmental, Social, and Governance Competencies, Workforce Readiness, and Future Skills Development among university students in Bangladesh as an emerging economy. It also investigates the mediating role of Environmental, Social, and Governance Competencies in the relationships between Generative Artificial Intelligence Adoption and the two student development outcomes. A quantitative, cross-sectional research design was employed, and data were collected from 300 undergraduate and postgraduate students from public and private universities using a structured questionnaire. The data were analyzed using SPSS through descriptive statistics, correlation analysis, reliability and validity testing, multiple regression analysis, and bootstrapping for mediation analysis. The findings indicate that Generative Artificial Intelligence Adoption significantly improves Environmental, Social, and Governance Competencies (? = .620, p < .001), Workforce Readiness (? = .278, p < .001), and Future Skills Development (? = .425, p < .001). Environmental, Social, and Governance Competencies also positively influence Workforce Readiness (? = .488, p < .001) and Future Skills Development (? = .346, p < .001). Furthermore, the mediation analysis confirms that Environmental, Social, and Governance Competencies partially mediate the effects of Generative Artificial Intelligence Adoption on both Workforce Readiness and Future Skills Development. The study highlights the importance of integrating responsible Artificial Intelligence use and sustainability-oriented competencies into university curricula. The findings offer practical implications for universities, policymakers, and employers seeking to prepare graduates for technology-driven and sustainability-focused labor markets in emerging economies.
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