<p>The rapid advancement of Artificial Intelligence (AI) offers new perspectives for addressing global environmental challenges like climate change. However, its effective application relies on cultivating interdisciplinary talent with expertise in AI and environmental science. Therefore, motivating adolescents to apply AI in environmental protection is critical for achieving integrated progress in both fields. This study, grounded in the Unified Theory of Acceptance and Use of Technology and 21st Century Skills Framework, explores the factors influencing adolescents’ intentions to accept AI in environmental protection. Through an online survey and a subsequent field-based course experiment, 661 survey responses and 200 course questionnaires were collected. Structural equation modeling results indicate that social influence (β = 0.223), facilitating conditions (β = 0.206), effort expectancy (β = 0.196), performance expectancy (β = 0.190), knowledge understanding and application (β = 0.162), and critical thinking (β = 0.157) significantly affect adolescents’ behavioral intention. Creativity (β = 0.087) has a weak positive effect, while communication and collaboration show no significant relationship with intention. Based on these findings, an AI-assisted environmental protection curriculum was developed. The analysis of variance results demonstrated the curriculum’s effectiveness in enhancing skills and perceptions. This study guides educators and policymakers by presenting effective AI-assisted environmental protection curriculum strategies that enhance adolescents' intentions through skill development and technology adoption, promoting sustainable environmental education. It aligns with global educational transformation trends and the AI-powered education agenda, resonating with the United Nations Sustainable Development Goals (SDGs) such as SDG 4 (Quality Education) and SDG 13 (Climate Action).</p>