Educational digital transformation has been elevated to a national strategic priority, with the development of teachers’ digital–intellectual thinking emerging as a critical determinant of transformation effectiveness. In practice, however, teachers commonly encounter a dilemma characterized by “learning without application” and “superficial application” when engaging with intelligent technologies. Although teachers perceive themselves as competent in evaluating online information, their actual performance frequently falls short of effective implementation. Furthermore, while self-efficacy in information literacy enhances teaching engagement, the process of technology integration is accompanied by complex emotional experiences. Existing research predominantly examines singular dimensions such as teachers’ information literacy or technology acceptance, thereby failing to uncover the systemic mechanisms underlying retardant effects. By introducing cognitive ecology theory and employing literature analysis, questionnaire surveys, and in-depth interviews, the retardant effects impeding the development of teachers’ digital–intellectual thinking were systematically diagnosed. The findings indicate that these retardant effects manifest primarily in four forms: cognitive inertia fixation, data–meaning construction fracture, human–machine collaborative perception misalignment, and professional identity narrative disruption. These manifestations are rooted in a structural imbalance among individual cognitive schemas, technological environment provision, and community-of-practice ecologies. Accordingly, an ecological transition pathway was designed, encompassing “cognitive restructuring—environmental enabling—ecological synergy.” This study deepens the understanding of the developmental patterns of teachers’ digital–intellectual thinking, extends the applicability of cognitive ecology theory within the field of educational digitalization, and provides actionable diagnostic tools and practical implementation strategies for teacher training and the construction of school-based digital–intellectual ecologies.
The rapid advancement of educational technologies has created new opportunities to integrate language learning with education of global sustainability. This study explored how the metaverse could help enhance students’ environmental awareness of climate change via the perspectives of instructors teaching English as a foreign language (EFL). Specifically, it examined instructors’ knowledge of the metaverse, their perceptions of its educational potential, and the challenges associated with its implementation. A mixed-method research design was employed using an online questionnaire completed by 70 EFL instructors from Kosovo, Montenegro, North Macedonia, Albania, Turkey, Poland, and Saudi Arabia. Quantitative data were analyzed using descriptive statistics and a Chi-square test of independence, while qualitative responses were examined through inductive thematic analysis. The findings indicated that most participants considered environmental education a key component of English language teaching and viewed the metaverse as a promising tool for promoting awareness of climate change. Nevertheless, some instructors reported limited familiarity with the technology and identified barriers like insufficient digital infrastructure, infringement of data privacy, unequal access to technological resources, and the need for professional development. The Chi-square analysis further revealed a statistically significant relationship between teaching experience and perceptions of the metaverse, with less experienced instructors expressing greater optimism regarding its educational potential than their more experienced counterparts. The findings suggested that although EFL instructors demonstrated strong willingness to integrate immersive technologies into language education, successful implementation would depend on targeted teacher training, improved technological infrastructure, and institutional support.
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