This research investigates how artificial intelligence literacy shapes Chinese college students' national identity through cultural perception pathways, proposing the novel Techno-Cultural Synergy Model (TCSM) that bridges technological empowerment and cultural criticality. Combining quantitative surveys (N=1064 from six universities) with qualitative analysis, the study reveals AI literacy's dual indirect effects: enhancing identity through cultural heritage preservation efficacy (β=0.147) while mitigating algorithmic homogenization threats (β=0.249), with community collaboration amplifying cultural empowerment and neutralizing technological risks through collective norms. The TCSM framework advances three theoretical breakthroughs: 1) establishing a bidirectional technology-culture interaction mechanism challenging technological determinism, 2) demonstrating community-level social participation's regulatory power in collectivist contexts, and 3) developing a cross-cultural analytical tool for AI-ethics research. Practically, it proposes constructing "technology-culture communities" through curriculum reforms, algorithmic governance, and participatory platforms. As the first empirical model integrating AI literacy with cultural identity dynamics, this work provides a multidisciplinary paradigm for global AI ethics governance and cultural sustainability research in the algorithm age.

Lingling Dai. The Reconstruction and Practical Exploration of Teaching Mode of "Classroom Management and Class Organization" Course Based on OBE Concepts. Frontiers in Educational Research (2025), Vol. 8, Issue 9: 23-30. https://doi.org/10.25236/FER.2025.080905.

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