From believing to behaving: Unpacking teacher emotion as the mediator between information literacy self-efficacy and information-empowered teaching engagement.

ABSTRACT:

Introduction

In the era of artificial intelligence, information literacy is a crucial skill for teachers, enabling the effective integration of technology into pedagogy. This study examines the psychological factors influencing the information-empowered teaching engagement of university English teachers.

Methods

A cross-sectional survey was conducted with 224 university English teachers in Southeast China. Data were collected using a composite questionnaire measuring information literacy self-efficacy, teacher emotion (both positive and negative), and information-empowered teaching engagement. The data were analyzed via SmartPLS to test the proposed mediation model.

Results

The findings indicate that university English teachers experience a mix of positive and negativ

SUBMITTER: Xie X 

PROVIDER: S-EPMC12819628 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature