The main objective of the study was to examine factors that influence employee performance in general and, more specifically, in public enterprises. The research approach was qualitative, with an in-depth literature review and content analysis. The findings of the study reflect that some factors have a positive and some have a negative influence on employee performance. The study also shows a significant relationship between factors and employee performance, which in turn has a multiplier effect on employee development. Recommendations include the need to provide resources for employee training and development, and the strategic aims and objectives of public enterprises should be aligned with the training and development programs.

With the deep integration of artificial intelligence technology in education, the development of AI integration capabilities among pre-service teachers—as the core of future educational human resources—has become crucial for enhancing educational quality and driving digital transformation in education. Based on the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) theoretical framework, this study employs questionnaire surveys and structural equation modeling to explore the structural characteristics, influencing factors, and formation mechanisms of AI-TPACK competencies among pre-service teachers in Chinese universities. Findings indicate that while pre-service teachers demonstrate moderately high overall AI-TPACK levels, their technical knowledge (AI-TK) and technological integration competencies (e.g., AI-TPK, AI-TCK) remain relatively weak. School technical support, technological attitudes, and technological competence significantly influence their AI-TPACK capabilities, with institutional level and teaching experience serving as important external moderating factors. Building on these findings, this paper proposes a systematic framework for developing pre-service teachers' AI integration capabilities from a human resource development perspective. This framework encompasses four dimensions: curriculum optimization, practice enhancement, resource support, and policy guidance. It aims to provide theoretical foundations and practical pathways for pre-service teacher training and teacher human resource development in higher education institutions.