ArticleBMC psychology2026
Fueling AI literacy through school support: unveiling the mediating role of basic psychological need satisfaction in Chinese university English teachers.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The chain-mediating roles of generative AI literacy and TPACK in the relationship between AI support and teaching practice among university teachers.Frontiers in psychology · 2026Article
- AI teaching innovation behavior among college teachers: a structural equation modeling analysis based on the AI-TPACK framework, teaching self-efficacy, professional identity, and AI literacy.Frontiers in psychology · 2026Article
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2 authors.
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Abstract
Although the growing importance of AI integration in education is widely acknowledged, limited empirical research has explored how school support addressing teachers' basic psychological needs fosters AI literacy, especially in Chinese higher education. Grounded in Self-Determination Theory (SDT), this study investigated how school support influences the development of AI literacy among university English teachers in China, focusing on the roles of autonomy, competence, and relatedness. In this study, AI literacy involves understanding, application, evaluation, and ethical reflection on AI technology-key factors in educational technology integration. Through survey data from 412 teachers and semi-structured interviews with 23 teachers, the study developed and validated a model linking school support, basic psychological need satisfaction (BPNS), and AI literacy. Quantitative analysis indicated that school support enhances teachers' BPNS, which in turn mediates the impact of school support on AI literacy. Qualitative findings identified several key institutional strategies that address teachers' autonomy, competence, and relatedness, promoting AI literacy development. Together, these findings highlight the pivotal role of school support and teachers' BPNS in fostering AI literacy, providing insights for educational policy and teacher professional development.
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