Climate change poses a serious global threat to ecosystems and human life. In this context, artificial intelligence is emerging as a potential tool to enhance climate adaptation through big data analysis, disaster forecasting, and environmental monitoring. The primary objective of this study is to assess the perspectives, attitudes, and practical engagement of 143 college students in the Mekong Delta area, which is significantly affected by climate change. The study assesses students’ perspectives on using artificial intelligence to address environmental issues. Using a mixed-methods approach that combines quantitative surveys and qualitative interviews, the findings reveal that while students hold positive views about AI’s potential, their in-depth knowledge and practical application skills remain limited. Notably, T-Test results indicate a statistically significant difference between male and female students in terms of AI exploration and engagement, with male students demonstrating higher levels of involvement. Additionally, ANOVA results reveal significant differences across academic years, with final-year students showing greater access to and application of AI compared to others. The clear disparity between perception and action reflects an urgent need for educational innovation toward interdisciplinary approaches, integrating technology, environmental knowledge, and practical experience. Empowering students through such educational programs is key to forming a young generation with sufficient competence and a technological mindset, ready to adapt and act in the face of climate challenges in the digital age.