Perceived AI teaching integration and AI-related teaching innovative behavior among young and silver-aged faculty in Chinese universities: resource compensation, professional identity threat, and configurational evidence.
- DOI
- 10.3389/fpsyg.2026.1917998
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1917998,
title = {Perceived AI teaching integration and AI-related teaching innovative behavior among young and silver-aged faculty in Chinese universities: resource compensation, professional identity threat, and configurational evidence.},
author = {Wang N and Han N and Zhu Y and Li Y},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1917998},
url = {https://doi.org/10.3389/fpsyg.2026.1917998}
}RIS
TY - JOUR TI - Perceived AI teaching integration and AI-related teaching innovative behavior among young and silver-aged faculty in Chinese universities: resource compensation, professional identity threat, and configurational evidence. AU - Wang N AU - Han N AU - Zhu Y AU - Li Y PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1917998 UR - https://doi.org/10.3389/fpsyg.2026.1917998 ER -
APA
N, W., N, H., Y, Z., & Y, L. (2026). Perceived AI teaching integration and AI-related teaching innovative behavior among young and silver-aged faculty in Chinese universities: resource compensation, professional identity threat, and configurational evidence.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1917998
Source records
- pubmed · retrieved 2026-09-25T08:41:10.549Z