Digital technologies are now embedded in language teaching, shaping how instructional work is organised, experienced, and sustained. Research in computer-assisted language learning has generated extensive insights into pedagogical innovation, yet teachers' psychological experience of working under technology-integrated conditions remains insufficiently theorised. This Element positions teacher psychology as a central lens for understanding technology in language education. It introduces a psychological-ecological framework that conceptualises teachers' experience as emerging through ongoing engagement with pedagogical demands within institutional and technological conditions. The Element shifts attention from questions of adoption to how teachers interpret demands, regulate emotional and professional strain, and sustain practice over time. Technology integration is examined as a visible expression of deeper psychological-ecological processes. By centring teachers' lived experience, the Element offers a practice- and research-oriented account of technology-integrated language teaching that highlights professional sustainability.

Digital technologies are now embedded in language teaching, shaping how instructional work is organised, experienced, and sustained. Research in computer-assisted language learning has generated extensive insights into pedagogical innovation, yet teachers' psychological experience of working under technology-integrated conditions remains insufficiently theorised. This Element positions teacher psychology as a central lens for understanding technology in language education. It introduces a psychological-ecological framework that conceptualises teachers' experience as emerging through ongoing engagement with pedagogical demands within institutional and technological conditions. The Element shifts attention from questions of adoption to how teachers interpret demands, regulate emotional and professional strain, and sustain practice over time. Technology integration is examined as a visible expression of deeper psychological-ecological processes. By centring teachers' lived experience, the Element offers a practice- and research-oriented account of technology-integrated language teaching that highlights professional sustainability.

Digital technologies are now embedded in language teaching, shaping how instructional work is organised, experienced, and sustained. Research in computer-assisted language learning has generated extensive insights into pedagogical innovation, yet teachers' psychological experience of working under technology-integrated conditions remains insufficiently theorised. This Element positions teacher psychology as a central lens for understanding technology in language education. It introduces a psychological-ecological framework that conceptualises teachers' experience as emerging through ongoing engagement with pedagogical demands within institutional and technological conditions. The Element shifts attention from questions of adoption to how teachers interpret demands, regulate emotional and professional strain, and sustain practice over time. Technology integration is examined as a visible expression of deeper psychological-ecological processes. By centring teachers' lived experience, the Element offers a practice- and research-oriented account of technology-integrated language teaching that highlights professional sustainability.