Artificial Intelligence Generated Content (AIGC) is becoming a valuable tool in education. It supports personalized, interactive, and scalable learning. However, little is known about how preschool teachers continue using AIGC in their daily practice. This study explores the key factors that influence their sustained intention to use AIGC technologies. It integrates three theoretical models, including Technology Acceptance Model (TAM), Expectation Confirmation Model (ECM), and Flow Theory, into a unified framework. Data were collected through a questionnaire survey of 433 preschool teachers in China. The results were analyzed using both Partial Least Squares Structural Equation Modeling (PLS-SEM) and Fuzzy Set Qualitative Comparative Analysis (fsQCA). Results indicate that confirmation and perceived usefulness are robust predictors of continuance, whereas perceived ease of use exerts a comparatively smaller effect. The fsQCA uncovers three equifinal configurations that lead to high continuance intention, highlighting complementary pathways that combine confirmation, usefulness, attitude, satisfaction, and flow experience. These findings offer both theoretical and practical implications. The stronger influence of flow experience and satisfaction over perceived usefulness challenges the rational evaluation assumption of classic technology adoption models. This underscores that affective engagement, not rational utility, plays the critical role in shaping long-term adoption. To promote the effective integration of AIGC in preschool contexts, administrators could adopt differentiated support strategies tailored to teachers’ motivational profiles. They should strengthen confirmation through real-time feedback and targeted training that aligns with expectations. Systems should deliver stable performance and preschool-suited interfaces to raise satisfaction. Platforms must cultivate flow by incorporating gamified interaction, adaptive content creation, and visually engaging features. While these findings are grounded in the Chinese preschool setting, they may inform AIGC adoption strategies in similar educational contexts.
Yuxin Zhang (Thu,) studied this question.