The Transformation of University English Teacher Identity in an AI-Integrated Classroom from an Ecological Perspective: A Systematic Literature Review

This study investigates how the integration of artificial intelligence reshapes the professional identity of university English teachers within higher education. Against the backdrop of global digital transformation, AI presents both disruptive potential and a significant ‘adaptation crises’ for educators. Using Bronfenbrenner’s Ecological Systems Theory as an analytical framework, this research systematically reviews the existing literature to address three objectives: (1) identify directions and typologies of teacher identity transformation; (2) analyse multilayered ecological influential factors; and (3) examine core challenges teachers face and their corresponding coping strategies. The findings indicate that professional identity is dynamically reconstructed across nested ecosystems, from micro-level classroom interactions to chronological level sociocultural contexts. This study advances an integrative perspective on the complex technology–teacher relationship, highlighting that successful identity transformation requires coordinated support across all ecological levels. Theoretical and practical implications are discussed to facilitate sustainable teacher development in the face of AI.