关键词: 知识产权素养教育, AIGC, 影响因素, 组态路径, 模糊集定性比较分析, 信息素养

Abstract:

[Purpose/Significance] The rapid expansion of artificial intelligence generated content (AIGC) is transforming how intellectual property (IP) literacy is cultivated in universities. Conventional approaches, often constrained by disciplinary fragmentation, uneven teaching capacity, and time–space limitations, are increasingly misaligned with human-AI collaborative learning. Against this backdrop, IP literacy must integrate legal knowledge, ethical judgment, compliance awareness, and AI-enabled creative practice. This study clarifies the renewed connotations of IP literacy in the AIGC era, develops a theoretically grounded model of influencing factors, and examines how multiple educational conditions combine to generate high-level outcomes. By focusing on IP literacy rather than generic digital competence, the paper addresses a clear gap in existing research and offers a configuration-based understanding that links theory to implementable strategies for intelligent, student-centered IP literacy education. [Method/Process] Grounded in Activity Theory, the study developed a six-dimensional framework consisting of the following variables: teacher professional competence, AI-IP awareness, diversified educational support, role division, evaluation mechanisms, and AI resources. These variables were operationalized via a structured questionnaire. Fuzzy-set Qualitative Comparative Analysis (fsQCA) was then employed to identify conjunctural causality and equifinal pathways that extend beyond linear models. High-outcome configurations were achieved through variable calibration, truth-table analysis, and minimization. Robustness was confirmed by tightening the PRI consistency threshold from 0.80 to 0.85. The path structure, overall coverage, and overall consistency remained stable. [Results/Conclusions] Findings show that AIGC-enabled IP literacy emerges through multiple effective configurational paths, rather than a single dominant factor. Across high-outcome configurations, teacher professional competence, AI–IP awareness, and diversified educational support consistently function as core drivers that shape learning processes and outcomes. Evaluation mechanisms and AI resources act as complementary or substitutive conditions, reinforcing effectiveness under specific institutional and resource constraints. Three typical paths were identified: a path emphasizing practice generation coupled with collaborative organization; a path that integrates resource sharing with practice-oriented development; and a path highlighting collaborative division of labor and effective communication to compensate for limited technical supply. Together, these paths confirm the internal logic of the six-dimensional model and demonstrate that coordinated configurations, rather than isolated improvements, are necessary to optimize IP literacy education in AI-rich contexts. Practical implications include strengthening AI-oriented teacher development, embedding AI-IP awareness in curricula and supporting services, building cross-unit collaboration mechanisms, and aligning role division and process evaluation with available AI resources. Although the cross-sectional design and limited scope constrain generalizability, the results provide a theoretically grounded and empirically supported basis for developing intelligent, collaborative, and student-centered IP literacy systems and offer a foundation for future longitudinal and comparative research in AIGC-enabled higher education.

Key words: intellectual property literacy education, AIGC, influencing factor, configuration path, fuzzy-set qualitative comparative analysis, information literacy