From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety

The results suggest that teachers with stronger digital reading dispositions experience higher psychological well-being, which in turn buffers against AI-related anxiety. These findings contribute novel theoretical insights to educational literature by integrating digital reading, psychological well-being, and AI anxiety into a single model. Practically, the study underscores the importance of fostering digital literacy and psychological resilience to mitigate technology-related anxiety in educational settings.