Exploring the Sustainable Cultivation Pathways of Pre-Service Teachers’ AI Literacy Based on the TAM-IDT Integrated Model

With the deep integration of artificial intelligence technology into education, AI literacy has emerged as a core competence indispensable for pre-service teachers. However, its formation mechanisms and sustainable cultivation pathways remain to be further explored. This study integrates the Technology Acceptance Model (TAM) and Innovation Diffusion Theory (IDT) to construct a theoretical model, in which Individual Innovation (II) and Self-Efficacy (SE) serve as antecedents, Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) as mediators, Behavioral Intention (BI) as a proximal variable, AI literacy as the outcome variable, gender and major as moderating variables, and grade and AI exposure time as control variables, exploring the influencing factors and mechanisms of pre-service teachers’ AI literacy. Through a questionnaire survey of 778 pre-service teachers, Partial Least Squares Structural Equation Modeling (PLS-SEM) and fuzzy-set Qualitative Comparative Analysis (fsQCA) were employed for sequential empirical analysis. The PLS-SEM results reveal that II and SE were significantly and positively associated with AI literacy through the serial mediation of PU, PEOU, and BI. The fsQCA further identified four distinct equifinal configurations associated with high AI literacy: “High-efficacy Practice-Oriented”, “High-Behavioral-Intention-Oriented”, “High-Innovativeness-Oriented”, and “Long-Term-Development-Oriented”. The findings demonstrate that the improvement of pre-service teachers’ AI literacy follows multiple equifinal mechanisms, necessitating a shift beyond the single-training mindset. Accordingly, this study proposes differentiated cultivation pathways, providing theoretical foundations and practical references for normal universities to deliver targeted and sustainable AI literacy training. It also offers empirical evidence and strategic support for the sub-goals of SDG 4 concerning teacher capacity-building and the digital transformation of education, which aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.