ABSTRACT This study examines the impact of academic resilience on the engagement of Chinese as a foreign language (CFL) pre‐service teachers amid the disruption caused by generative AI (GenAI). Using the Conservation of Resources theory as a foundation, we suggest that resilience helps reduce vulnerabilities by influencing how GenAI is perceived—either as a challenge or an obstacle. Data from 365 CFL pre‐service teachers were analysed using structural equation modelling. The findings show a strong direct effect of resilience on engagement ( β = 0.542) and reveal two pathways: resilience increased challenge appraisals ( β = 0.179) and decreased hindrance appraisals ( β = −0.228). Although challenge appraisals had a weak positive effect on engagement ( β = 0.100), hindrance appraisals had a significantly stronger negative impact ( β = −0.257). Notably, resilience fostered engagement primarily by reducing hindrance appraisals (mediated β = 0.058), while the challenge pathway was not significant. The model accounted for 45.6% of the variance in engagement, highlighting both the disruptive potential of GenAI and the systemic vulnerabilities of pre‐service teachers. The results suggest that resilience interventions should focus on alleviating AI‐related threats, such as career anxieties, rather than emphasising perceived opportunities. This study redefines resilience as a crucial protective factor for educators facing AI‐driven transitions, calling for pedagogical approaches that address technological disruptions as both psychological and professional challenges.
Yan et al. (2025) studied this question.