ArticleFrontiers in psychology2025
Promoting teaching innovation among university teachers through AI literacy from the perspective of planned behavior: the moderating effects of three perceived supports.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- The relationship between university teachers' professional identity and teaching innovation behavior: the mediating role of teacher professional capital and the moderating effect of team climate.Frontiers in psychology · 2026Article
- Techno-stress and teaching innovation among university teachers in the intelligent era: a path analysis of job burnout and AI self-efficacy.Frontiers in psychology · 2026Article
- The relationship between school innovation climate and teacher innovation behavior in higher vocational colleges: the chain mediating role of teacher job crafting and creative self-efficacy.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
Introduction: The rapid development of artificial intelligence (AI) is transforming higher education, yet the mechanisms through which AI literacy influences teaching innovation among university teachers remain insufficiently explored. Methods: This study, grounded in the Theory of Planned Behavior (TPB), investigates how AI literacy promotes teaching innovation via three psychological mechanisms: behavioral attitude, subjective norm, and perceived behavioral control. Additionally, the moderating effects of perceived support factors-teaching resources, peer support, and teaching autonomy-on the relationship between AI literacy and teaching innovation are considered. Empirical survey data from Chinese university teachers were used for analysis. Results: The findings reveal that AI literacy significantly enhances teachers' behavioral attitudes, subjective norms, and perceived behavioral control, which in turn foster teaching innovation. Among these, perceived behavioral control plays the most significant role in driving innovative behavior. Moreover, teaching resources and teaching autonomy positively moderate the relationship between AI literacy and teaching innovation, while peer support only significantly influences behavioral attitudes. Discussion: These results extend the application of the Theory of Planned Behavior by uncovering the psychological mechanisms through which AI literacy fosters teaching innovation. The study provides empirical evidence supporting AI literacy training and teacher support in higher education, with implications for fostering innovation in teaching practices.
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