“The Wind Beneath Their Wings”: TPACK , Growth Mindset, Commitment, and Teachers' Motivation to Integrate Artificial Intelligence of Things

ABSTRACT While prior research emphasizes teachers' technology integration for educational innovation, little is known about how three core elements, including technology (technological pedagogical content knowledge; TPACK), self (growth mindset; GM), and students (commitment to students' academic achievement; CSAA), jointly relate to motivation to adopt emerging technologies like Artificial Intelligence of Things (AIoT). Analysing 930 teachers using generative AI‐powered AIoT systems, structural equation modelling revealed that growth mindset and student commitment were associated with motivation both directly and indirectly via AIoT‐TPACK. Latent profile analysis identified three profiles: 45 tech‐emerging (lowest AIoT‐TPACK, with moderate GM and CSAA), 489 limited‐engagement (moderate AIoT‐TPACK, and lowest GM and CSAA), and 396 integrated‐expertise teachers (highest levels across all three constructs). Female and older teachers were more likely to belong to the limited‐engagement profile than to the integrated‐expertise profile. Motivation followed a clear hierarchy across profiles, highlighting how technological competence, self‐beliefs, and student focus collectively relate to emerging technology integration.