Abstract

The presented academic inquiry focuses on instructors from Chinese higher education institutions, with the objective of analyzing the complex dynamics among teaching beliefs, creative teaching behavior, technology acceptance, and organizational innovation climate. Utilizing a comprehensive questionnaire survey methodology, the study employed validated instruments, including the teaching beliefs scale, creative teaching behavior scale, technology acceptance scale, and organizational innovation climate scale, to gather data through an online survey format. Convenience sampling was meticulously applied to derive both the preliminary and main samples, comprising 136 educators for the pilot study and 458 educators for the main study. The investigation extensively employed sophisticated statistical software, including SPSS and AMOS, to meticulously validate the suggested conceptual structure. The investigation results revealed that Chinese educators’ teaching beliefs have a favorable impact on their creative teaching behavior. These beliefs also enhance technology acceptance. Additionally, the adoption of technology acts as a crucial intermediary in the connection between teaching beliefs and creative teaching behavior. Furthermore, the acceptance of technology has a favorable influence on the organizational culture of innovation, which subsequently promotes the adoption of creative teaching methods. This organizational culture of innovation also plays a mediating role in the linkage between the acceptance of technology and the implementation of creative teaching behavior, highlighting its essential function in this interplay.