The Impact of Artificial Intelligence Literacy on Teaching Innovation Behaviors among Private University Teachers in Shanghai, China

Abstract

This study investigates the cohort of private university educators in Shanghai, China, with the objective of elucidating the influence mechanism of artificial intelligence (AI) literacy on teaching innovation behavior. Through a questionnaire survey, 362 valid responses were collected, and statistical analysis methods were employed to assess the current status and variations in teachers’ AI literacy and teaching innovation behavior. The findings reveal that the overall levels of AI literacy and teaching innovation behavior among private university educators in Shanghai exceed the median threshold. Notably, significant differences in both AI literacy and teaching innovation behavior were observed across background variables, including gender and teaching experience. Furthermore, AI literacy exerts a significant positive influence on teaching innovation behavior. Drawing from these results, this study proposes targeted recommendations, offering both theoretical reference and practical value for enhancing the AI literacy of private university educators and advancing teaching practice reforms.

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