Аннотация
ABSTRACT This study examines the relationship between college educators' psychological adaptability and their work engagement within a Smart teaching environment, highlighting the novel role of digital information literacy self‐efficacy as a partial mediator. Drawing on a sample of 373 university teachers, structural equation modelling reveals that all four dimensions of psychological adaptability significantly influence both work engagement and digital information literacy self‐efficacy. Crucially, the findings demonstrate a positive association between psychological adaptability and work engagement, with digital information literacy self‐efficacy partially mediating this relationship. This partial mediation underscores the importance of equipping teachers with robust digital skills to enhance their engagement, professional efficacy and overall well‐being in technology‐rich educational settings. These insights offer actionable implications for designing targeted professional development programs, fostering teacher resilience and optimising Smart teaching environments to support educators' psychological and occupational outcomes.