本研究基于TPACK框架,构建并验证了高校英语教师AI TPEK能力框架及测量量表,并探讨了其结构要素间的内在关系｡基于415名高校英语教师的有效问卷数据,运用 SPSS 27.0与AMOS 26.0 进行项目分析与验证性因子分析,检验量表的信效度,并采用SmartPLS 4.1.1.2探究其层级结构关系｡研究发现: (1)精简后的28项AI TPEK量表具有良好的信效度及测量稳定性;(2)传统知识维度与 AI 整合维度相关性较低,反映外语教育中技术､内容与教法融合不足;(3)结构模型分析支持AI TPEK的变革视角,揭示AI技术的自主性正重塑教师知识生成路径:核心知识须经由交叉融合知识的中介方能有效转化为高阶整合能力｡高校应围绕“知识+AI 技术”融合,采取系统化路径提升教师数字素养｡

Grounded in the TPACK framework, this study developed and validated an Artificial Intelligence Technological Pedagogical English Knowledge (AI TPEK) framework and measurement scale for university EFL teachers and examined the structural relationships among its knowledge domains. Based on valid questionnaire responses from 415 university EFL teachers, item analysis and confirmatory factor analysis (CFA)were conducted using SPSS 27.0 and AMOS 26.0 to evaluate the scales reliability and validity, while Smart PLS 4.1.1.2 was employed to examine the hierarchical relationships among the AITPEK domains. The findings indicate that:(1)the refined 28 item AI TPEK scale demonstrated good reliability, validity, and measurement stability;(2 )the traditional knowledge domains showed relatively weak correlations with the AI integrated knowledge domains, suggesting insufficient integration of technology, content, and pedagogy in EFL education; and (3)the structural model supports a transformative perspective of AI TPEK, indicating that the autonomous capabilities of AI are reshaping teachers’ knowledge development, whereby core knowledge is transformed into higher order integrative competence primarily through the mediating roles of cross domain integrative knowledge. These findings suggest that universities should promote the systematic integration of professional knowledge and AI technologies to enhance university EFL teachers’ digital literacy.