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

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.