Background <p>In the context of artificial intelligence (AI) profoundly reshaping the educational ecosystem, teachers, as core drivers of the intelligent education era, are facing unprecedented opportunities and mental health challenges. Although AI demonstrates immense potential for enhancing teaching efficiency and realizing personalized learning, its rapid integration has induced a significant phenomenon of ‘educational anxiety,’ which threatens teachers’ professional well-being and the sustainable development of the education system.</p> Methods <p>This study employed a mixed-methods approach, integrating Structural Equation Modeling (SEM) and Artificial Neural Network (ANN) analysis. It examined the direct, indirect, and mediating pathways among the perception of AI technology integration, educational anxiety, digital literacy, and teacher well-being. Subsequently, ANN was used to explore non-linear relationships and rank the predictive importance of the variables.</p> Results <p>(1) The perception of AI technology integration had a significant positive direct impact on teacher well-being, indicating that technology empowerment enhances professional satisfaction. (2) A higher perception of AI integration was significantly associated with lower levels of educational anxiety, highlighting that technological adaptation and support are key to mitigating psychological stress. (3) Educational anxiety had a significant negative effect on teacher well-being, confirming it as a major risk factor for teachers’ mental health. (4) Digital literacy played a key moderating role in the relationship between the perception of AI integration and teacher well-being.</p> Conclusion <p>Mitigating anxiety is a key leverage point for supporting educators. These findings provide a robust theoretical basis and practical guidance for developing policies aimed at supporting teachers’ mental health and promoting their professional well-being during the digital transformation of education.</p>