## 6 Implications
### Practical Significance  
AIGC brings teaching innovation and personalization breakthroughs to the education field. Based on the Technology-Organization-Environment framework, this paper analyzes the strategic path of systematic application of AIGC in educational institutions from the three dimensions of technological adaptation, organizational transformation, and external environment response.  
1. Guiding the comprehensive implementation and adaptation of educational technologies. AIGC opens up new possibilities for education, with its powerful capabilities in text generation and comprehension revolutionizing various aspects such as pedagogy, learning experiences, and personalized education [24]. Through the technological dimension of the TOE framework, the education sector can better understand the po tential applications and implementation conditions of AIGC. Technological innovation is not merely about introducing new tools or systems; it requires a consideration of the educational needs and AI acceptance levels of key stakeholders, such as teachers and students, who are the direct users of these technologies [83]. This approach helps educational institutions to identify technological maturity, implementation requirements, and potential challenges, providing clear guidance for adopting and implementing educational technologies. Especially in the context of rapid technological advancements, such analysis offers theoretical support for evaluating the feasibility of educational technologies and reduces the risk of blindly following trends.
2. Driving organizational transformation and innovation in education. Although AI has the potential to transform education [84], successful educational outcomes are not solely achieved through the use of advanced technologies [85]. The effective utilization of technology requires organizational support and adaptation to truly enhance educational goals. The organizational dimension emphasizes the internal adaptability issues faced by educational institutions during AIGC implementation. For example, factors such as management structures, leadership decision-making capabilities, and the acceptance levels of teachers and students significantly influence the practical effectiveness of AIGC applications. By examining the relationship between organizational structure and technology adoption, educational administrators and decision-makers can better address internal reforms and adjustments. This ensures that educational organizations can efficiently absorb and utilize new technologies, improving the quality of education and management efficiency.
3. Addressing changes and challenges in the external environment. The environmental dimension of the TOE framework is particularly important, encompassing factors such as policies and regulations, social culture, and market demand, which may affect the implementation and dissemination of AIGC technologies. The application of AI technologies in education must consider the differences in domestic and international legal policies (e.g., data privacy protection regulations) as well as varying levels of social and cultural acceptance and ethical debates. For instance, while some countries and regions demonstrate high acceptance of AI technologies, others remain skeptical. By incorporating the environmental dimension, educational policy-makers can anticipate and address these challenges, ensuring that the promotion and implementation of technologies align with societal expectations and requirements.  
The TOE framework reveals that the application of AIGC in education requires Technology-Organization-Environment synergy: technology matches demand, organization optimizes decision-making, and environment anticipates policy. The study shows that educational innovation needs to break through the tool thinking and establish a multi-dimensional dynamic adaptation mechanism to avoid technology bubbles and realize the value leap from proof of concept to in-depth landing.