Artificial Intelligence literacy training for rural primary and secondary school teachers from the perspective of complex dynamic systems theory: What do teachers really need?
Guided by Complex Dynamic Systems Theory and the Unified Theory of Acceptance and Use of Technology, this mixed-methods study reveals that while rural Chinese teachers possess strong motivation and positive attitudes toward AI, their literacy development is hindered by fragmented training and systemic barriers, necessitating a shift toward systematic, flexible, and practice-oriented professional learning environments tailored to their authentic needs.