Key points are not available for this paper at this time.
Against the backdrop of growing attention to sustainable development in higher education, the widespread application of artificial intelligence (AI) technologies has made the relationship between university students’ AI literacy and innovative behaviour an important issue. To examine this relationship and its underlying psychological mechanisms, this study developed a moderated serial mediation model based on the componential theory of creativity and conservation of resources theory. A questionnaire survey was conducted with 470 university students using measures of AI literacy, AI trust, AI self-efficacy, AI anxiety, and innovative behaviour. The results showed that: (1) AI literacy was significantly and positively associated with university students’ innovative behaviour; (2) AI self-efficacy mediated this relationship, and AI trust and AI self-efficacy jointly formed a serial mediating pathway, whereas the independent mediating effect of AI trust was not significant; and (3) AI anxiety partially moderated the serial mediation model. This study contributes to a better understanding of the psychological mechanisms linking university students’ AI literacy and innovative behaviour in the context of sustainable development in higher education. It also provides theoretical insights and empirical evidence for AI literacy education, student support services, and the cultivation of innovative capacity in universities.
Zi et al. (Thu,) studied this question.