2026-10-11T22:38:21Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33870805 2026-09-17T04:28:24Z category_173 portal_316 item_type_3 month_year_09_2026

Supplementary file 2_From technology anxiety to technology symbiosis: a grounded theory study of mid-career foreign language teachers’ subjectivity evolution in the AI era.docx Zhenhua Zhao (739747) Dengbin Xie (25001524) Applied Psychology foreign language teachers grounded theory mid-career teachers technology anxiety technology symbiosis <p>The integration of generative AI into foreign language education has profoundly challenged teacher professional identity, particularly for mid-career educators navigating the dual burden of experiential wisdom and technological change. This study employed grounded theory to investigate how 10 mid-career foreign language teachers transition from technology anxiety to symbiosis. Through in-depth interviews and systematic coding, we developed a theoretical model comprising four anxiety types (substitution, autonomy, generational, ethical), three adaptive stages (exploration adjustment, strategy integration, autonomous symbiosis), and the double-edged effects of experiential wisdom as the core mediating mechanism. Findings reveal that experiential wisdom can function as either an evolutionary resource (critical scrutiny, pedagogical design, humanistic commitment) or a barrier (thinking set inertia) depending on its activation mode, with support systems moderating this process. The study reveals the existential dimensions of technology anxiety and offers stage-sensitive implications for supporting mid-career teachers’ professional growth in the AI era.</p> 2026-09-17T04:28:24Z Dataset Dataset 10.3389/fpsyg.2026.1914637.s001 https://figshare.com/articles/dataset/Supplementary_file_2_From_technology_anxiety_to_technology_symbiosis_a_grounded_theory_study_of_mid-career_foreign_language_teachers_subjectivity_evolution_in_the_AI_era_docx/33870805 CC BY 4.0