As English Language Teaching (ELT) incorporates artificial intelligence (AI) into its teacher education training programs, the individual characteristics that can lead to successful adaptation will come into focus. This study fills a gap in the literature on trait–skill interplay in

As AI technologies are introduced into the language classroom, their impact on teacher development—especially in terms of professional identity—requires thorough exploration. This qualitative exploratory study investigated how twelve pre-service ELT teachers (semester-long practicum) constructed and negotiated their professional identities while

Online English Language Teaching (ELT) places substantial cognitive, emotional, and technological challenges on teachers, intensifying their probability of burnout. Using an explanatory sequential mixed-methods design, this study explored whether conscientiousness accounts for teachers’ potential to cope with perceived instructional load

Social-Emotional Learning (SEL) is essential for teacher effectiveness, yet its incorporation into online English Language Teaching (ELT) teacher training—particularly via a gender-responsive lens—needs further exploration. This study examined the way SEL can be incorporated in a mixed-methods, quasi-experimental online ELT