Author(s)

Huang Ping ¹

Affiliation(s)

¹ Kaili University, Kaili, China

Corresponding Author

Huang Ping

ABSTRACT

Drawing on the resource-based view, dynamic capabilities theory, and complex adaptive systems theory, this study builds and tests a moderated mediation model of how digital-intelligence empowerment (DIE) shapes educational governance reform (GOV) in local undergraduate universities, combining a survey of 486 respondents from 156 universities with a 2019–2025 provincial panel. Structural equation modelling shows that DIE affects GOV directly (β = 0.411, p < 0.001) and indirectly through organizational change intensity (0.151, 95% CI [0.079, 0.167]; 26.9% of the total effect), while teacher digital literacy (TDL) positively moderates the DIE–GOV link (b = 0.117, p = 0.003), its marginal effect staying positive across 98.97% of the observed range. Coupling coordination analysis shows monotonic gains in composite development and coordination (D: 0.599 → 0.886; Mann-Kendall Z = 3.004, p = 0.003). Four pathways—infrastructure-first, process reengineering, multi-agent collaboration, and data-driven decision-making—are distilled for governance transformation.

KEYWORDS

Digital-intelligence empowerment; Educational governance reform; Local undergraduate universities; Coupling coordination degree; Organizational change intensity; Teacher digital literacy

CITE THIS PAPER

Huang Ping. Research on the Practical Path and Systematic Collaborative Development of Digital Intelligence Empowering Educational Governance Reform in Local Undergraduate Universities. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 4, 102-109. DOI: http://dx.doi.org/10.23977/aetp.2026.100414.

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Sponsors, Associates, and Links

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• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education