Advancements in technology have had a profound impact on the way we learn, teach, and access knowledge. From online learning platforms to interactive educational games and virtual reality simulations, technology has transformed the traditional classroom into a dynamic, engaging, and inclusive space for education. One of the promising advancements in the field of artificial intelligence technology is ChatGPT which offers personalized and effective learning experiences by providing students with customized feedback and explanation. The effect of ChatGPT must be compared with the effect of Google at the educational level since both present a source of information and explanation. Thus, this study aims at investigating the differences between these two learning sources to measure their effectiveness from different perspectives. The model proposed in this study was evaluated using the PLS-SEM approach, utilizing data collected from 153 university students in the UAE. The results of this evaluation indicate that the GPT (Generative Pre-trained Transformer) has a significant impact on user acceptance, mediated by information quality, system quality, perceived learning value, and perceived satisfaction. These factors play a crucial role in determining users' acceptance of the GPT. However, it is important to note that some aspects of the model were not supported, suggesting that they do not have a significant predictive effect on the use of ChatGPT. Nonetheless, the findings of this study contribute to the existing literature on AI and environmental sustainability, providing valuable insights for practitioners, policymakers, and AI product developers. These insights can help guide the development and implementation of AI technologies in a way that aligns with users' needs and preferences while considering the larger environmental context.

The classification of large-scale textual dataset is associated with a huge number of instances and millions of features which must be discriminated between large numbers of categories. The task requires the utilization of a defined hierarchy structure and tools that automatically classify instances within the hierarchy known as Large Scale Hierarchical Text Classification (LSHTC). Predicting the labels of instances by the employed classifiers is challenging due to the high number of features. Furthermore, the existing Dimensional Reduction (DR) approaches in cooperation with the LSHTC framework are still quite inefficient. In such a problem, an effective Hierarchical Dimensional Reduction approach can be advantageous in improving the performance of the LSHTC. Therefore, in this paper, we enhance the performance of LSHTC by proposing a Multi-stage Hierarchical Dimensional Reduction (MHDR) approach based on Modified Feature Hashing (MFH) and Hierarchical Bi-Filtering (HBF) method. In addition to alleviating bad collision and result discrepancy, experimental results show that the proposed approach has achieve the best performance in terms of micro-f1 and macro-f1 by recording average scores of 58.47% and 54.77% using TD-SVM, and average scores of 51.14% and 48.70% using TD-LR, respectively. The method also achieved 11% speed-up than the approaches compared.