ArticleFrontiers in psychology2026
AI literacy and innovative work behavior among Chinese university teachers: indirect associations through AI-TPACK and moderation by organizational inertia.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: Artificial intelligence is increasingly integrated into higher education, raising questions about how teachers' AI-related competencies are associated with innovative work behavior. Methods: Based on survey data from 510 university teachers in China, this study examined the relationships among artificial intelligence literacy (AIL), artificial intelligence technological pedagogical content knowledge (AI-TPACK), innovative work behavior (IWB), and organizational inertia (OI). Results: AIL was positively associated with both AI-TPACK and IWB, and a significant indirect association between AIL and IWB through AI-TPACK was identified. OI moderated the associations between AIL and AI-TPACK and between AIL and IWB, with both associations becoming weaker at higher levels of OI. However, the interaction between AI-TPACK and OI in predicting IWB was not statistically significant. Discussion: These findings highlight the relevance of both teachers' AI-related competencies and organizational context to innovative work behavior in higher education.
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