AIC Algorithm for the Behavioral Intention by R Soſt-Ware Nguyen Thi Ngan Industrial University of Ho Chi Minh City, Vietnam Bui Huy Khoi Industrial University of Ho Chi Minh City, Vietnam Email:buihuykhoi@iuh.edu.vn ABSTRACT The pursuit of a sustainable environment has a significant connec- tion to the knowledge level of society. In today’s world, the primary means of acquiring knowledge is through educational institutions. Besides, even if inclusive and equal quality education and lifelong training chances for all are ensured and promoted, there is a need to apply the recognizing beneficial information obtained from the educational institutions. This study set out to investigate and ex- plain the factors of student trust (ST), student identity (SI) and student commitment (SC), and university reputation (UR) affecting behavioral intention (BI). This paper presents an empirically chosen model from a sample size of 1538 Vietnamese graduates. The result of the AIC algorithm pointed out that the factors impacting on the behavioral intention for a continuous sustainable future are positive. The results suggest that some factors can be a driving force toward students having the behavioral intention to achieve positive goals. KEYWORDS AIC algorithms, Behavioral Intention, R software ACM Reference Format: Nguyen Thi Ngan and Bui Huy Khoi. 2021. AIC Algorithm for the Behavioral Intention by R Soft-Ware. In 2021 6th International Conference on Intelligent Information Technology (ICIIT ’21), February 25–28, 2021, Ho Chi Minh, Viet Nam. ACM, New York, NY, USA, 4 pages. https://doi.org/10.1145/3460179. 3460196 1 INTRODUCTION Vietnam, a transitional economy in the Asia–Pacific region, has a population of over 96 million people [1]. In background terms, it is noteworthy that since the mid-1980s, Vietnam has been pursuing a path of market-oriented economic reform. This course of change has helped the economy to free itself from absolute poverty and achieve substantial and sustainable economic growth. RGDP of Vietnam was 2,563 U.S. Dollars in 2018. In contrast to most other ASEAN member states, their youth literacy rates are relatively high [2]. The Vietnamese general education system is divided into three levels: primary education (grades 1–5), lower secondary educa- tion (grades 6–9), and upper secondary education (grades 10–12). Higher education in Vietnam consists of universities and acade- mies, which are classified into three categories: public-, private-, Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from permissions@acm.org. ICIIT ’21, February 25–28, 2021, Ho Chi Minh, Viet Nam © 2021 Association for Computing Machinery. ACM ISBN 978-1-4503-8894-8/21/02. . . $15.00 https://doi.org/10.1145/3460179.3460196 and foreign-related. In 2018, Vietnam had 454 HEIs, including 95 private universities and schools, and there were 2.2 million students in higher education [3]. Behavioral intention (BI) is described as a broad engagement of a client with a contemporary product or service somebody remains to purchase in the future [4, 5]. Jani and Han [6] and Kaur and Soch [7] also expressed BI as the encouragement of clients, which includes their families and friends, to utilize their goods or services. The intention of consumers to continue to utilize the products or services for a long time; the willingness of clients to pay a higher price for their loyal label goods or services than others [4]. In the situation of higher education, the behavioral intention of learners could be a cognitive image of their desired universities, effective evaluation of the establishing history and scholarly reputation of such higher education institutions, conative intention to enroll in their desired programs, etc. [4, 8, 9]. Thus, students might display their behavioral intentions with practical activities to join in their determined universities and purchase behavior and making fee payments for them. Explicitly, BI is the attitude of students show- ing a willingness to the following [9]: Re-enrol in the university’s different programs that they have taken before, despite the com- petitiveness from different universities; Register in other various delivery forms of programs; Suggest other prospective learners to the instructional quality of universities that they have already learned; Give student needs and expectations feedback to their previous university. Undoubtedly, the future of this planet cannot be left to chance, and a greater understanding of behavioral intention is needed. The main contributions of the paper are the new model that provides a better understanding of students’ behavioral intentions towards sustainable development. In essence, on the one hand, a repeat- able university does not guarantee sustainable development, on the other hand, a conscious effort base on the directed educational program with incite on the behavioral intention of student posi- tively channeled towards sustainability can lead to generational change in the attitudes of individual will protect our planet for the future generation. This paper is presented as follows: Introduction presents an overview of this research, Literature review presents a review of literature on the variable used in this research, and Methods present the methodology. Results and analysis with some discussion are presented in it. Lastly, the Conclusion concludes this paper. 2 LITERATURE REVIEW 2.1 Student Trust (ST) Trust is a complicated construct that includes a cognitive compo- nent based on the student’s and sponsor’s understanding of the university and its abilities, and an effective element based on the 7