Generative AI literacy and administrative staff's innovative work behavior: the context of vocational colleges in Northeastern China

Introduction Generative AI is increasingly incorporated into higher education administration, yet limited attention has been paid to how administrative staff members' generative AI literacy relates to their innovative work behavior. This study examined the associations between five dimensions of generative AI literacy and innovative work behavior, the indirect associations through perceived dynamic capabilities and AI knowledge-sharing participation, and the moderating role of organizational structure. Methods A cross-sectional questionnaire survey collected 765 valid responses from administrative staff at vocational colleges in Liaoning, Jilin, and Heilongjiang, China. Structural equation modeling (SEM) was employed to examine direct and indirect associations, while hierarchical regression analysis was conducted to test the moderating effects of organizational structure. Results All five dimensions of generative AI literacy were positively associated with innovative work behavior. Significant indirect associations were identified through perceived dynamic capabilities and AI knowledge-sharing participation. Organizational structure positively moderated all five literacy–behavior associations in a separate composite-score analysis. Discussion The findings highlight the multidimensional nature of generative AI literacy and its associations with administrative innovation, perceived organizational adaptability, and AI-related knowledge sharing. They also underscore the relevance of perceived organizational structure as a contextual condition. Because the study relied on cross-sectional, self-reported data, the findings do not establish temporal or causal relationships.