The impact of digital competence on pedagogical innovation among nurse educators: The moderating role of artificial intelligence readiness

Aim: To investigate the relationships between digital competence, AI readiness and pedagogical innovation among nurse educators, with a specific focus on the moderating role of AI readiness. Background: Digital competence is vital for nurse educators, supporting technology integration and promoting pedagogical innovation. AI readiness further enhances this innovation, fostering dynamic learning environments. However, research on how digital competence and AI readiness together have an impact on pedagogical innovation among nurse educators remains limited. Design: Cross-sectional study. Methods: Data were collected from 600 nurse educators across various nursing faculties in Egypt. Validated scales measured digital competence, AI readiness and pedagogical innovation. Pearson correlation, multiple regression and moderation analyses were used to test study hypotheses. Results: Significant positive correlations were found between pedagogical innovation, digital competence (r = 0.546, p < 0.01) and AI readiness (r = 0.530, p < 0.01). Digital competence (B = 0.558, p < 0.001) and AI readiness (B = 0.580, p < 0.001) significantly predicted pedagogical innovation. AI readiness moderated this relationship (B = 0.199, p < 0.001, Delta R-2 = 0.0057), amplifying the effect at higher levels of AI readiness (B = 0.66, p < 0.001). Conclusion: Digital competence and AI readiness play critical roles in promoting pedagogical innovation. Strengthening AI readiness through targeted training can enhance digital tools adoption in nursing education. It is crucial to revise academic standards for curricula and nurse educators to include AI competence, ensuring effective integration of AI and digital tools in nursing education through targeted training and infrastructure improvements.