This study examines the impact of generative artificial intelligence (AI) on the quality of educational content, along with its broader implications on technology dependency and psychological well-being among university students in Oman. The research explores how generative AI influences educational dynamics within higher education settings, particularly in content quality—a critical factor in educational success and alignment with Sustainable Development Goal 4 (SDG 4). The research questions address how the perceived quality of AI-generated content influences students’ performance expectancy and effort expectancy, as well as the gratifications obtained from AI use, including its role in fulfilling educational and personal needs. The study also probes the extent of AI dependency and its psychological impacts. The research employs a quantitative approach to offer a comprehensive view of the interactions between student perceptions and the actual utility of AI in education. Findings are anticipated to contribute to developing policies that enhance educational outcomes by leveraging AI and mitigating risks associated with its use, such as dependency and the potential erosion of critical academic skills. This investigation is particularly relevant to Oman’s Vision 2040, aiming to enhance the quality and inclusivity of education through responsible AI integration. This study aspires to provide actionable insights that support sustainable educational practices and policy formulation by aligning technological advancements with educational standards and student well-being.