Teachers’ information literacy is the core competency for educators engaged in educational and teaching activities in an information-driven environment, and it serves as a critical lever for enhancing educational quality across society. This study examines the influence of six key factors—effort expectations, community influence, convenience, anxiety, self-efficacy, and individual motivation—on teachers’ information literacy in the context of university faculty development, as well as the interactive relationships among these factors. Based on the PLSSEM model, the study constructs a theoretical framework for the mechanisms influencing teachers’ information literacy in university faculty development and designs a questionnaire for statistical analysis. The research results indicate that effort expectations, community influence, convenience conditions, and anxiety have a significant positive impact on teachers’ information literacy. Among these factors, anxiety has the strongest positive impact on basic information literacy and professional information literacy (0.591 and 0.545, respectively). Self-efficacy and individual motivation exhibit mediating effects in enhancing teacher information literacy in university faculty development. Finally, the study explores new pathways, methods, and models for enhancing teacher information literacy from three dimensions—value, practice, and innovation—providing insights and references for improving teacher information literacy in higher education.
