Artificial Intelligence (AI) is transforming higher education, particularly in developing contexts pursuing Sustainable Development Goal 4 (SDG 4) on inclusive, quality education. This study investigates factors influencing AI tool adoption among students at FPT University, Can Tho, Vietnam. An integrated framework combining the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB), extended by digital literacy and user demand, was tested using Structural Equation Modeling on survey data from 574 undergraduates. Results show that perceived usefulness and ease of use significantly affect student attitudes, which, along with subjective norms and perceived behavioral control, shape behavioral intention. Behavioral intentions directly predict university students’ learning engagement toward an outcome aligned with Sustainable Development Goal 4. These findings underscore the importance and necessity of digital skills and intrinsic motivation in promoting effective AI integration in education. This study provides a validated model and practical insights to guide institutions and policymakers in designing equitable AI- supported learning environments and is an indispensable tool in digital education development in developing countries.