Abstract
PURPOSE: Universities are constantly searching for best practices to promote sustainability when it comes to educating students of the English language. Although this area of study has recently gained the attention of scholars around the world there is still a need to explore it from various perspectives. OBJECTIVE: This study aims to comprehensively investigate the impact of digital immersive technology on the education of English language students, specifically focusing on its potential to promote critical thinking and self-directed learning for achieving sustainability in education through teamwork. The research will assess the influence of digital immersive experiences on enhancing learning outcomes, examining their role in fostering critical thinking skills and encouraging self-directed learning practices. Additionally, the study explores the collaborative aspects of digital immersive technology, evaluating its contribution to teamwork among students. METHODOLOGY: The objective was achieved by using a survey questionnaire to collect data from 304 registered students in various universities in Beijing. Data analysis was conducted by applying Mplus 7.0 software. FINDINGS: The findings revealed that the use of digital immersive technology was pivotal for achieving sustainable education both directly and indirectly to an extent. In addition, team working moderated all the respective paths except the path involving the use of digital immersive technology and critical thinking. IMPLICATIONS: These results generated implications for teachers and policymakers to promote and facilitate the use of digital technology for teaching the English language to students, encouraging them to develop critical skills and self-directed learning strategies. The study also offered guidance and deeper understanding for researchers to address the concerns linked to the use of digital technology and sustainable education particularly in their future endeavors.