Promoting teaching innovation among university teachers through AI literacy from the perspective of planned behavior: the moderating effects of three perceived supports
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.
Authors
- Ling Huang (ORCID: https://orcid.org/0000-0003-4123-1350)
- Yuping Zhao (ORCID: https://orcid.org/0000-0003-1435-6991)
Institutions
- Yunnan University (CN)
- Communication University of China (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-10-20
- DOI
- https://doi.org/10.3389/fpsyg.2025.1699174
- Primary Topic
- Grit, Self-Efficacy, and Motivation
- Type
- article
- Field-Weighted Citation Impact
- 0.00