This study investigates the influence of continuous learning on the academic research abilities of university teachers in China, focusing on the dimensions of learning frequency, learning modes, and resource input. Drawing upon Self-Determination Theory and Social Cognitive Theory, the research employs a quantitative design, utilizing stratified random sampling to survey 322 teachers across eastern, central, and western regions of China. Results indicate that continuous learning behaviors significantly predict academic competence, with higher learning frequency, collaborative learning modes, and greater resource investment positively associated with increased research output. Multiple regression analysis demonstrates that these three variables collectively explain 38.6% of the variance in academic competence. Findings further reveal disparities across regions and disciplines, highlighting resource imbalances between eastern and western institutions. The study provides both theoretical insights and practical strategies for improving teacher development, such as differentiated resource allocation, optimization of blended learning models, and flexible time management systems. Overall, the research underscores the critical role of continuous learning in strengthening academic capacity and offers evidence-based recommendations for enhancing professional development policies in higher education.
Liu et al. (Fri,) studied this question.