“Filter” or “Accelerator”? A Mixed-Methods Study of the Driving Mechanisms of Innovative Work Behaviour among Higher Vocational Education Teachers Under AI Ethics Constraints
Bibliographic Data
| ID | 22431915 |
|---|---|
| Authors | Xianchuan Yang (0000-0002-4534-2878, Wuxi Vocational Institute of Commerce), Li Ma (0000-0002-8688-5588, Suan Sunandha Rajabhat University), Sining Zheng (0000-0001-6628-8850, Fujian Agriculture and Forestry University), Yin Ma (0000-0001-9064-9361, Lanzhou University, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440261462644 |
| OpenAlex | W7168133734 |
| Language | EN |
| References cited | 86 |
Artificial intelligence (AI) empowerment and “human–machine collaboration” have triggered a wave of transformation and innovation in vocational education, while simultaneously raising concerns about the ethical challenges posed by the “black box” nature of AI. Drawing on the Attribution Theory and Self-Determination Theory, this study develops a moderated mediation model and employs multiple regression together with Johnson-Neyman method and fuzzy-set qualitative comparative analysis to analyse 413 survey responses. The findings indicate that basic psychological needs constitute the core driving force behind higher vocational education teachers’ AI involvement and innovative work behaviour, whereas institutional learning support exerts its effect only when effectively combined with other factors. AI ethics negatively moderates the effect of AI involvement on innovative work behaviour, thereby uncovering the “filter” role in shaping teachers’ pedagogical innovation. Furthermore, the fsQCA identifies three equivalent configurations leading to high levels of innovative work behaviour and reveals the underlying complex causal relationships. This confirms the dual role of AI ethics as both a “filter” and a “steering wheel” in higher vocational education teachers’ innovation. Based on these insights, the study proposes concrete policy recommendations aimed at helping higher vocational education teachers to better balance innovation and responsibility when applying AI.
Attribution · Empowerment · Mediation · Structural equation modeling · Vocational education · Digital Transformation in Industry · Ethics and Social Impacts of AI · Qualitative Comparative Analysis Research
Redesigning Social Inquiry
Self-Determination Theory
A review of AI teaching and learning from 2000 to 2020
What is AI Literacy? Competencies and Design Considerations
A systematic review and meta‐analysis on basic psychological need satisfaction, motivation, and well‐being in later life
What hampers innovation? Revealed barriers versus deterring barriers
Facilitating optimal motivation and psychological well-being across life's domains.
AI Literacy
Artificial intelligence literacy in higher and adult education
Job demands, perceptions of effort‐reward fairness and innovative work behaviour
Work Extrinsic and Intrinsic Motivation Scale
Determinants of Innovative Behavior
Measuring Innovative Work Behaviour
Conceptualizing AI literacy
Developing AI Literacy for Primary and Middle School Teachers in China
Methods for integrating moderation and mediation
An attributional theory of achievement motivation and emotion.
Intrinsic and extrinsic motivation from a self-determination theory perspective
The global landscape of AI ethics guidelines
Common method biases in behavioral research
Intrinsic Motivation and Self-Determination in Human Behavior
The psychology of interpersonal relations.
Exploring the effects of AI literacy in teacher learning
Empowering ChatGPT adoption in higher education
Artificial intelligence (AI) literacy education in secondary schools
School learning support for teacher technology integration from a self-determination theory perspective
Framing responsibility
The dark side of AI identity
A self-determination theory approach to teacher digital competence development
The Ethical Costs of Artificial Intelligence
The Motivation at Work Scale
Studying configurations with qualitative comparative analysis
Addressing Moderated Mediation Hypotheses
Psychological Needs and the Facilitation of Integrative Processes
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Investigating Turkish Primary School Teachers’ Beliefs About L1 Writing Instruction Through Attribution Theory
Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers
Self‐determination theory and work motivation
Perceived principal's learning support and its relationships with psychological needs satisfaction, organisational commitment and change-oriented work behaviour
The general causality orientations scale
The Impact of Television Advertising
Job security regulations in Western democracies
A dark side of the American dream
Tax Compliance Behavior Among Malaysian Taxpayers
| Highly cited | No |
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