Association between veterinary technical practices, mastitis control, and milk quality in intensive dairy farms of Al-Kharj, Saudi Arabia.

Teacher professional autonomy development (PAD) refers to the dynamic process through which teachers, guided by personal needs and professional goals, enhance their professional competence through proactive learning and reflective practice (). China's Education Modernization 2035 emphasizes educational reform in the information age and highlights the importance of teacher professional autonomy development for talent cultivation in the new era (). University physical education teachers are central to promoting students‘ physical and mental health, improving the quality of physical education instruction, and supporting students' physical fitness outcomes (). However, recent evidence indicates a decline in physical fitness indicators among Chinese university students. The prevalence of overweight/obesity, elevated blood pressure, and their comorbidity among Chinese college students increased from 3.7%, 2.2%, and 0.3% in 2000 to 14.0%, 5.2%, and 1.8% in 2019, respectively (). These trends highlight limitations in traditional physical education classes, especially in personalized guidance and scientific monitoring, and point to the need for physical education teachers to update their knowledge and professional competencies (). With the rapid development of generative artificial intelligence (GenAI) in education, technology has moved beyond content storage and course management toward platforms that support content generation, real-time feedback, and instructional decision-making (). This transformation creates new opportunities for teacher development, particularly in practice-intensive and feedback-dependent fields such as physical education. GenAI may support evidence-informed training recommendations by drawing on large-scale sports databases and the exercise science literature, enabling teachers to supplement personal experience with broader data-informed pedagogical resources (). Studies on AI-assisted coaching systems also indicate that incorporating data analytics into instruction can be associated with stronger professional confidence and closer alignment between teaching practices and contemporary sports science principles (). In this sense, GenAI may optimize instructional workflows and reshape teachers‘ professional development pathways. Yet the process through which the technological affordances of GenAI are translated into physical education teachers' PAD remains underexplored. Although prior studies have examined the educational potential of GenAI, much of this work has focused on direct outcomes, such as teaching ability or teaching efficacy (). Less is known about the indirect mechanisms through which GenAI acceptance is associated with professional growth through teachers‘ behavioral and psychological processes. Empowerment theory proposes that external resources can enhance individuals' sense of control and competence and thereby activate proactive behavioral responses (). Within this framework, teaching innovation refers to teachers‘ systematic transformation of traditional teaching models to enhance students' comprehensive competencies (). It can therefore be understood as a behavioral mechanism through which external technological resources are linked to professional development outcomes. In GenAI-enabled physical education, teaching innovation involves instructional redesign, embodied demonstration strategies, and adaptive coaching in dynamic environments where motor skill assessment and injury prevention require timely decision-making (). Empirical evidence suggests that GenAI acceptance is positively associated with teachers‘ restructuring of instructional frameworks and willingness to engage in innovative teaching practices (). Teaching innovation may therefore represent an indirect correlate in the association between GenAI acceptance and teachers' PAD.