This systematic review of 108 empirical articles outlines the psychological journey of L2 educators in response to the disruptive rise of Generative AI (GenAI). Following PRISMA 2020 guidelines, the study synthesizes influential research from 2019 to 2025, employing an integrative thematic synthesis to capture the lived experiences of teachers across various global contexts. The analysis highlights a key shift from pandemic-era instrumental anxiety, stemming from infrastructural deficiencies, to a contemporary sense of ontological insecurity in the post-human pedagogical landscape. Findings indicate a transition from anxiety related to COVID-19 survival to a complex state of existential ambivalence, characterized by fears of job displacement alongside newfound pedagogical empowerment and professional satisfaction. Importantly, the review introduces the “Ecological Framework of Identity Reconstruction,” positing that critical individual mediators—namely digital resilience, professional agency, and AI literacy—are significantly influenced by institutional support and socio-cultural alignment. By redefining teacherness as a combination of human emotional intelligence, moral judgment, and AI-enhanced expertise, this paper establishes a strong theoretical foundation that challenges deterministic narratives of teacher replacement.
Ultimately, it presents a multi-level roadmap for educators, administrators, and policymakers to navigate technological disruption and foster sustained digital growth through the strategic alignment of individual agency with systemic ecological support.