Artificial intelligence (AI) is increasingly embedded in vocational education systems, yet empirical evidence linking institutional AI readiness to student learning outcomes remains limited. This study develops and tests a 2-2-1 cross-level mediation framework examining how school-level AI readiness is associated with student AI literacy through aggregated teacher mechanisms. Using linked survey data from 1,007 vocational institutions, 156,125 teachers, and 2,379,546 students nationwide, multilevel models were estimated to assess direct, indirect, and contextual effects. Results indicate that overall school AI readiness is positively associated with student AI literacy after adjusting for institutional and regional characteristics. When examined independently, all readiness dimensions show positive associations, while simultaneous modelling suggests that readiness operates as an integrated organisational configuration. Cross-level mediation analyses reveal that aggregated teacher-perceived AI capability partially mediates the relationship between institutional readiness and student literacy, whereas general attitudinal acceptance measures do not demonstrate stable transmission effects. Robustness analyses further show that this readiness-capability-literacy pathway remains structurally stable across heterogeneous regional AI development contexts and under alternative modelling specifications. These findings reposition institutional AI readiness as a multilevel organisational condition linked to student AI literacy, identify collective teacher capability as its central transmission mechanism, and underscore the need to align infrastructural investment with sustained professional capacity development.

翻译：人工智能（AI）正日益嵌入职业教育体系，然而将学校AI准备度与学生学业成果相联系的实证证据仍然有限。本研究构建并检验了一个2-2-1跨层次中介框架，探讨学校层面的AI准备度如何通过聚合的教师机制与学生AI素养相关联。基于全国1007所职业院校、156125名教师及2379546名学生的关联调查数据，我们估计了多水平模型以评估直接效应、间接效应及情境效应。结果表明，在调整机构与地区特征后，学校整体AI准备度与学生AI素养呈正相关。当独立检验时，所有准备度维度均显示正向关联，而同步建模则表明准备度是一种整合性的组织配置。跨层次中介分析揭示，教师感知到的聚合AI能力部分中介了机构准备度与学生素养之间的关系，而一般性的态度接受度指标则未表现出稳定的传导效应。稳健性分析进一步表明，在不同地区AI发展情境的异质性以及替代建模规范下，这种“准备度-能力-素养”路径的结构保持稳定。这些发现将机构AI准备度重新定位为一种与学生AI素养相关联的多层次组织条件，识别出集体教师能力是其核心传导机制，并强调了将基础设施投资与持续的专业能力发展相结合的必要性。