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<p>This study explores the impact mechanism of doctoral students’ artificial intelligence literacy (AIL) on their innovative behaviors through a mixed-methods approach, combining qualitative interviews with 15 doctoral students and a quantitative survey of 379 doctoral students. The research identifies three core dimensions of doctoral students’ AIL: AI knowledge and skills, AI ethics and morality, and AI value judgment. Results show that AIL has a significant direct positive effect on innovative behaviors (β = 0.175, <i>p</i> = 0.000), with two key mediating pathways: research thriving (a psychological state of vitality and active learning, β = 0.095, <i>p</i> = 0.004) and research reconstruction (multidimensional restructuring of content, methods, relationships, and cognition, β = 0.069, <i>p</i> = 0.019). Additionally, organizational resistance to change (including norm conflict and symbolic deficiency) negatively moderates the relationship, weakening both the direct impact of AIL and the effectiveness of the mediating pathways (β=-0.116, <i>p</i> = 0.045 for direct moderation). This study enriches the theoretical understanding of AIL’s role in academic innovation and provides empirical support for cultivating AIL among doctoral students to enhance national research innovation capacity.</p>

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Enhancing doctoral students’ innovative behaviors through artificial intelligence literacy: a mixed-methods study

  • 期刊论文

  • 发表日期：

    2026年2月21日

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  • Lu Weikang,
  • Lin Chenghua

摘要

This study explores the impact mechanism of doctoral students’ artificial intelligence literacy (AIL) on their innovative behaviors through a mixed-methods approach, combining qualitative interviews with 15 doctoral students and a quantitative survey of 379 doctoral students. The research identifies three core dimensions of doctoral students’ AIL: AI knowledge and skills, AI ethics and morality, and AI value judgment. Results show that AIL has a significant direct positive effect on innovative behaviors (β = 0.175, p = 0.000), with two key mediating pathways: research thriving (a psychological state of vitality and active learning, β = 0.095, p = 0.004) and research reconstruction (multidimensional restructuring of content, methods, relationships, and cognition, β = 0.069, p = 0.019). Additionally, organizational resistance to change (including norm conflict and symbolic deficiency) negatively moderates the relationship, weakening both the direct impact of AIL and the effectiveness of the mediating pathways (β=-0.116, p = 0.045 for direct moderation). This study enriches the theoretical understanding of AIL’s role in academic innovation and provides empirical support for cultivating AIL among doctoral students to enhance national research innovation capacity.