Supplementary file 1_Perceived generative AI teaching intelligence and pre-service teachers' professional identity: double-edged pathways through professional agency and AI replacement threat.pdf

However, how perceived GenAI teaching intelligence relates to pre-service teachers' professional identity remains unclear. This study examined a double-edged model linking perceived intelligence to professional identity through professional agency and AI replacement threat, with teacher–AI complementarity beliefs moderating these pathways.

In a task-based between-subjects experiment, 598 pre-service teachers were randomly assigned to high- or low-intelligence GenAI teaching-support conditions. Complementarity beliefs and baseline professional identity were measured before exposure; perceived intelligence, professional agency, replacement threat, and post-task identity were assessed afterward. Confirmatory factor analysis and conditional process analyses with 5,000 bootstrap resamples tested the model.