AI literacy and innovative work behavior among Chinese university teachers: indirect associations through AI-TPACK and moderation by organizational inertia

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.