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This study explored teachers' psychological readiness for integrating AI into teaching, focusing on cognitive, affective, and contextual factors. Using a 27-item Psychological Preparedness for AI-Integrated Teaching scale and single-item measures, science ( n = 691) and mathematics ( n = 231) educators were assessed. A multi-group confirmatory factor analysis (CFA) with WLSMV estimation confirmed factorial structure and invariance across disciplines, ensuring cross-group comparability. Exploratory Graph Analysis (EGA) with Walktrap community detection identified three dimensions: cognitive-affective readiness, technological-professional competence, and institutional support. Bootstrap analyses validated the stability of this structure. The findings offer a psychometrically sound, multidimensional framework for teacher readiness in AI integration, emphasizing individual and systemic influences on adaptive educational practices.
Ibrahem et al. (Thu,) studied this question.