{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T06:50:23Z","timestamp":1791355823026,"version":"4.3.1"},"reference-count":42,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T00:00:00Z","timestamp":1791331200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>The rapid integration of artificial intelligence (AI) into education requires teachers to develop new competencies and manage their own learning. While research has examined teachers\u2019 AI attitudes, acceptance, and literacy, less is known about how they regulate their learning in AI contexts. This study examined teachers\u2019 self-regulated learning (SRL) profiles and their associations with demographic characteristics and AI-related experience.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>In a descriptive survey, 213 in-service teachers completed the Artificial Intelligence Self-Regulated Learning Scale for Teachers (AI-SRLS). Two-Step Cluster Analysis was conducted using five dimensions: task planning, self-monitoring, help seeking, institutional support, and self-evaluation.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Two profiles emerged: High Strategic Learners, who scored consistently higher across all five dimensions, and Limited Strategy Users, who reported comparatively lower strategy use. Profile membership was significantly associated with prior AI experience and AI-related training. Gender, age, and professional experience did not significantly differentiate the profiles.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Teachers\u2019 AI-related SRL strategies co-occur in distinct profiles, supporting a differentiated approach to professional development. Teachers with limited strategy use may benefit from structured guidance, scaffolded AI learning opportunities, and stronger institutional support, while highly strategic learners may benefit from more autonomous and advanced learning opportunities.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1885895","type":"journal-article","created":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T05:58:35Z","timestamp":1791352715000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Teachers\u2019 self-regulated learning profiles in artificial intelligence contexts: implications for differentiated professional development"],"prefix":"10.3389","volume":"17","author":[{"given":"Yuhao","family":"Su","sequence":"first","affiliation":[{"name":"Faculty of Education, Henan University","place":["Kaifeng, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mustafa","family":"Alps\u00fcl\u00fcn","sequence":"additional","affiliation":[{"name":"Department of Computer Programming, Siverek Vocational School, Harran University","place":["\u015eanl\u0131urfa, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"M\u00fcge","family":"Vuran","sequence":"additional","affiliation":[{"name":"Ministry of National Education of the Republic of T\u00fcrkiye","place":["Ankara, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hasan Celal","family":"Bal\u0131k\u00e7\u0131","sequence":"additional","affiliation":[{"name":"Department of Computer Programming, Siverek Vocational School, Harran University","place":["\u015eanl\u0131urfa, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"M\u00fczeyyen","family":"Barut","sequence":"additional","affiliation":[{"name":"Institute of Educational Sciences, F\u0131rat University","place":["Elazig, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"100132","DOI":"10.1016\/j.caeai.2023.100132","article-title":"Acceptance of artificial intelligence in teaching science: science teachers\u2019 perspective","volume":"4","author":"Al Darayseh","year":"2023","journal-title":"Comput. 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