A Model of Teacher Identity, Grit Tendencies, Psychological Well-being, and Mindfulness in AI-integrated Language Instruction

Artificial Intelligence (AI) is increasingly transforming educational environments and reshaping teachers' professional roles, instructional practices, and psychological experiences. Despite growing interest in AI-enhanced education, limited research has examined the interrelationship among teacher identity, grit tendencies, psychological well-being, and mindfulness within AI-supported teaching contexts. To address this gap, the present study developed a conceptual model exploring the interactions among these variables in AI-integrated English as Foreign Language (EFL) classrooms. Data were collected from ۳۹۶ EFL instructors in Iran using validated measurement scales. The findings revealed that teacher identity and grit tendencies significantly contribute to teachers' psychological well-being and foster the development of mindfulness in AI-assisted educational settings. The study highlights the importance of strengthening teachers' professional identity and resilience to facilitate effective adaptation to AI-driven pedagogical environments. Implications for educators, policymakers, and researchers are discussed, along with recommendations for future studies on AI and teacher development.

کلیدواژه ها:

Artificial Intelligence ، Teacher Identity ، Grit Tendencies ، Psychological Well-being ، Mindfulness ، AI-assisted EFL Teaching