Digital competency weakens the positive relationship between teacher–AI collaboration and work alienation¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The positive relationship between teacher–AI collaboration and work alienation is less prominent at high than low digital competency. → Sun Jingsong 2026

Evidence¶

Sun Jingsong 2026¶

Sun Jingsong, Xing Yingyu, Yuan Guipeng, Cai Qihai. (2026). The Double-Edged Sword Effects of Teacher–AI Collaboration on Work Engagement: A Self-Determination Theory Perspective. Behavioral Sciences. https://doi.org/10.3390/bs16071118

q3 · i? · associational · r2

Moderation regression (Table 4, Model 6) showed a significant TAC × DC interaction predicting work alienation (β = −0.09, p < 0.001); Table 6 gives simple slopes of 0.38 (low DC) down to 0.17 (high DC).

"In contrast, Figure 3 demonstrates that the positive relationship between teacher–AI collaboration and work alienation is less prominent among individuals with high digital competence than among those with low digital competence."

Discussion¶

Related Claims¶

• Digital competency strengthens the positive relationship between teacher–AI collaboration and psychological availability — related
• Work alienation mediates a negative pathway from teacher–AI collaboration to work engagement — related
• Teacher–AI collaboration is positively related to university teachers' work engagement — related
• Inattention moderates how baseline competence frustration and baseline autonomy translate into perceived AI benefits, weakening both positive associations — related
• Learning happens best when students feel a sense of belonging, while alienation and exclusion create cognitive barriers — related
• Psychological availability mediates the positive pathway from teacher–AI collaboration to work engagement — related