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

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 negative emotions when applying information technology. Information literacy self-efficacy was identified as a primary factor promoting teaching engagement. Both positive and negative emotions were found to play substantial and parallel mediating roles between self-efficacy and engagement. Discussion: The study highlights the complex emotional landscape accompanying technology integration. It proposes the design of hybrid professional development programs for technology-rich environments. These programs should concurrently provide emotional support and technical training to enhance teachers' information literacy self-efficacy and, consequently, their information-empowered teaching engagement.