The rapid integration of Artificial Intelligence (AI) into the global educational landscape has necessitated a profound shift in pedagogical strategies, particularly within specialized fields such as new media. This research empirically investigates the factors influencing the acceptance and adoption of AI technologies among higher education lecturers in Chongqing, China. By synthesizing the Technology Acceptance Model (TAM) and the Diffusion of Innovation (DOI) theory, the study develops a comprehensive framework to evaluate how perceived institutional and technical attributes shape educator behavior. Data were collected via a structured questionnaire from academic staff across 46 universities in Chongqing, utilizing purposive sampling to ensure domain-specific expertise. Structural Equation Modeling (SEM) was employed to analyze the relationships between Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Compatibility, Relative Advantage, and Behavioral Intention. The findings indicate that while PEOU and PU remain fundamental drivers, Compatibility with existing creative workflows serves as a critical mediator for long-term adoption. Furthermore, the study highlights the strategic importance of aligning AI integration with Sustainable Development Goal 4 (SDG 4) to foster inclusive and high-quality digital education. These results provide actionable insights for university administrators to design targeted professional development programs that reduce technical anxiety and enhance pedagogical innovation.