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https://doi.org/10.62836/emi.v5i2.0014
Ge, Y., Chen, P., & Marimuthu, A. (2026). The Dual Cognitive and Emotional Pathways Linking AI Awareness and Knowledge Sharing Intention: Evidence from Private Higher Education Institutions in China. Economics & Management Information, 5(2), 0014. https://doi.org/10.62836/emi.v5i2.0014
Volume 5, Issue 2, June 2026
Copyright (c) 2026 Yunhong Ge, Pei Chen, Anbalagan Marimuthu
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This work is licensed under a Creative Commons Attribution 4.0 International License.

The Dual Cognitive and Emotional Pathways Linking AI Awareness and Knowledge Sharing Intention: Evidence from Private Higher Education Institutions in China

Purpose: This study seeks to explore how artificial intelligence awareness (AIA) affects the knowledge sharing intention (KSI) of faculty in Chinese private universities via dual cognitive and emotional pathways, while also assessing the moderating role of organisational change adaptability (OCAD) in this relationship, thereby clarifying the dynamics of knowledge behaviour transformation within educational institutions amid technological empowerment. Design/methodology/approach: This research utilises a quantitative methodology, gathering data from faculty members of private universities in China using online surveys. A dual-path mechanism model is developed, grounded in the TPB and JD-R frameworks, to examine the influence of AIA on KSI, incorporating OCA as a moderating component. A hierarchical model analysis technique (Model 1–Model 5) is employed, integrating PLS-SEM and OLS regression to validate hypotheses and investigate mediating and moderating effects, therefore systematically elucidating the underlying mechanisms. Findings: The results demonstrate that Artificial Intelligence Awareness (AIA) has a significant and beneficial effect on Attitude Towards Knowledge Sharing (ATKS) and Knowledge Sharing Intention (KSI), while also indirectly enhancing KSI by mitigating Emotional Exhaustion (EE). Organisational Change Adaptability (OCA) significantly moderates the association between AIA and ATKS, but does not significantly affect the relationship between AIA and EE. This indicates that educators’ understanding of AI influences their desire to share knowledge via cognitive and emotional channels, while their adaptation to organisational change significantly contributes to this dynamic. Originality/value: This paper develops a theoretical model that synthesises cognition, attitude, emotion, and organisational regulation at the nexus of AI awareness and information sharing. This study elucidates the impact of AI awareness on knowledge-sharing intentions via cognitive and emotional channels, delineates the moderating effect of organisational change adaptability, and expands the theoretical framework of educational technology adoption and knowledge management. This study offers novel insights into the psychological dynamics of knowledge workers towards rising technology.

artificial intelligence awareness knowledge sharing intention organizational change adaptability TPB JD-R

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Supporting Agencies

  1. Funding: This research received no external funding.