ABSTRACT The emergence of the smart classroom, highlighting the incorporation of developed digital tools, redefined the conventional learning and teaching dynamics. In the meantime, the interpersonal features of teaching, especially teacher credibility and care, are vital in promoting constructive learner results. The present research investigates the degree to which learners' perceptions of teacher credibility and care affect their psychological well‐being (PWB) and motivation in smart classes. Based on a purposive sampling strategy, 440 EFL students who were engaged in digital learning settings participated. They completed four valid questionnaires, evaluating PWB, motivation, credibility and teacher care. The structural equation modelling (SEM) results indicated that credibility and teacher care considerably predicted students' PWB and motivation; however, the links with teacher care were stronger, suggesting that teacher care had a more pronounced bivariate relation with the outcomes. The research emphasises the significance of incorporating relational competencies, including credibility and teacher care, in the professional development of teachers. Developing intimacy, actual interplay and reliability in smart class settings enhances learners' motivation and fosters an environment that leads to PWB, ultimately promoting educational development.
Zhang et al. (Sun,) studied this question.