As AI becomes increasingly integrated into higher education, its contribution to sustainable agricultural education requires assessment beyond technology use alone. This is particularly important in higher agricultural education, where future professionals require disciplinary, digital, and sustainability-related competencies. However, multidimensional evidence linking students AI Literacy, perceived educational value, institutional support, and perceived educational effects remains limited. This study assessed students’ perceptions of AI-driven educational development among 417 undergraduate students from five universities in Jiangsu Province, China. Measurement quality was evaluated using reliability analysis and WLSMV confirmatory factor analysis, followed by multidimensional statistical analyses. Educational Value of AI and Intention to Use It received the highest mean score (3.52), whereas Institutional Support for AI Education was lowest (2.74). Perceived effects differed across domains, with Development of Talent for Sustainable Agriculture rated highest (3.54) and Educational Resources and Equity lowest (3.26; p < 0.001). Educational Value of AI and Intention to Use It (ρ = 0.578) and AI Literacy (ρ = 0.538) showed the strongest associations with perceived effects. Students with prior AI-related educational exposure scored higher across all major constructs. These findings suggest that sustainable AI integration in higher agricultural education is associated with students’ AI Literacy, institutional support, equitable access to digital educational resources, and the integration of AI into authentic agricultural learning. The study provides evidence for aligning AI-enabled education with educational quality, equity, and the development of competencies required for sustainable agriculture.