From Challenges to Chances in the Digital Age: Psychological Transformation in EFL Teachers in Chinese Teacher Education Institutions

Deping Zou^*Xiukui Song

• Qilu Normal University, Jinan, China

Traditional teaching methodologies are rapidly transforming due to the implementation of digital education in Chinese teacher education institutions, particularly in English as a Foreign Language (EFL) instruction. In response, the Ministry of Education of the People's Republic of China introduced the Digital Literacy of Teachers (DLT) framework. Despite these advancements, limited research exists on the psychological adaptation of EFL teachers to the digital shift. This qualitative study addresses this gap by exploring a specialized 60-hour training program designed to enhance the digital literacy (DL) of 18 EFL teachers from six Chinese institutions.Through purposive sampling, participants were selected for their diverse perspectives, maintained teaching reflection diaries, and participated in in-depth interviews. Key findings indicate that EFL teachers developed a comprehensive digital mindset posttraining, encompassing digital awareness, technology knowledge and skills, application, professional growth, and social responsibility. This development not only augments their teaching capabilities but also facilitates their psychological adaptation to view digitalization as a constructive opportunity. These insights highlight the necessity for DLT-aligned training programs tailored to foster positive psychological transformations in EFL teachers. The study contributes significantly to the literature by illustrating the psychological impacts of digital training and suggesting practical applications of the DLT framework. However, due to its qualitative nature and reliance on self-reported data, the findings' generalizability may be limited. Future research should incorporate quantitative methods and a larger sample size to validate these results further and extend them.