Within the framework of the ongoing implementation of the 2030 Vision for Comprehensive Development of Higher Education in Saudi Arabia, the integration of artificial intelligence (AI) has emerged as a pivotal objective for the country’s numerous higher education institutions. This study aims to examine the opportunities and challenges that arise from the adoption of AI-based learning outcomes in Saudi Arabia’s higher education institutes. Moreover, the research also investigates the contribution of major higher education institutes in Saudi Arabia to the field of AI-based learning outcomes. To gather relevant literature, the Scopus and Web of Science databases were utilised, resulting in the selection of fifty-five studies for final analysis. The study employed the PRISMA statement 2020 for records filtration and utilised VOS viewer software to classify the literature on AI-based learning outcomes in Saudi Arabian universities. Through detailed analysis, three significant data streams were identified and examined. The findings indicate that AI is in a nascent stage within the realm of learning, and it has become an undeniable reality for higher education institutions. Embracing this transformative technology is crucial for meeting future learning challenges, and it is imperative that all students acquire the necessary technical skills to interact with and create artificial intelligence in the future. According to the findings, AI has the potential to address significant educational challenges, revolutionise teaching and learning methodologies, and accelerate progress toward the Saudi 2030 objectives. However, the study also highlights certain challenges associated with the implementation of AI-based learning in the higher education context of Saudi Arabia, emphasising the need for teachers to acquire new technological skills to effectively utilise AI pedagogically.

Saudi Arabia, like other countries, has established several strategies and initiatives to support the 17 Sustainable Development Goals (SDGs). Saudi Arabia’s 2030 Vision recognizes the technological dimension of the SDGs. Furthermore, higher education institutes are an essential component of Saudi Arabia’s sustainable development goals, and the government is eager to adopt sustainability measures in universities in this regard. Saudi universities have implemented significant e-learning and digital transformation projects aimed at long-term development. During the COVID-19 pandemic, Saudi universities discontinued traditional face-to-face classes in favor of online learning. The rate of use of online education has been extraordinary and overwhelming. Given this background, this paper aims to study the impact of digital learning on sustainable development in the higher education institutions of Saudi Arabia post COVID-19 by highlighting the educational processes followed during the pandemic. In addition, we analyze the obstacles and values of digital learning in Saudi higher education institutes. We used the PRISMA statement 2020 for the inclusion and exclusion of the records and the VOS viewer software for the classification of literature. The results identified the three primary data streams, higher education, e-learning and digital transformation after the co-occurrences of critical terms and content analysis. Findings indicate the significant changes brought by the recent pandemic outbreak for the higher education institutes in Saudi Arabia. Results suggest that E-learning programmes have gained recognition as effective learning aids for higher education since conventional education (face-to-face) was abruptly forced to relocate online owing to the COVID-19 pandemic. Furthermore, findings demonstrate a substantial and positive relationship between digital transformation performance and Saudi Arabia’s higher education institutions, as well as their potential for e-learning toward sustainable development, their capacity for improvisation, and their organizational readiness.