Beyond individual skill: How school innovation climate amplifies the pathway from Generative AI Adoption to deep pedagogical integration

Introduction Highlighting the critical role of organizational context in Generative AI (GAI) integration, this study proposes a multilevel model to explore the interplay between individual teacher development and school-level factors. Specifically, we examine how teacher digital literacy and pedagogical leadership mediate the link between GAI adoption and deep integration, alongside the moderating role of school innovation climate. Methods Data from 512 teachers across 45 schools in China were analyzed using multilevel structural equation modeling (MSEM) and hierarchical linear modeling (HLM). This design allowed for the simultaneous assessment of sequential mediation pathways at the individual level and cross-level interactions involving organizational climate. Results Results confirmed a sequential mediation: GAI adoption enhances digital literacy, which boosts pedagogical leadership, ultimately driving deep integration. Crucially, school innovation climate functioned as a significant cross-level moderator ( γ = 0.21, p < 0.01); the positive impact of pedagogical leadership on integration was markedly stronger in supportive environments. Discussion These findings demonstrate that GAI’s transformative potential relies on a synergy between individual competencies and a supportive organizational environment. The study suggests that to maximize technological efficacy, policymakers and leaders must prioritize cultivating innovation-supportive school climates alongside individual training.