Bridging Knowledge Gaps in AI-Enhanced Literary Pedagogy: A PsycholinguisƟc Framework for Teacher Educators

^{Artificial intelligence (AI) is gaining increasing influence on the work of a pedagogue; however, its integration into the sphere of literary pedagogy, especially teacher training, has hardly been studied. This study identifies gaps of paramount importance at the intersection of AI, literary pedagogy, and psycholinguistics. It suggests an overall conceptual framework according to which AI-enhanced learning techniques might help to support cognitive processing, foster interpretive skills, and enhance communication skills among teacher educators. The study involves synthesizing interdisciplinary literature on AI in education and literary pedagogy, as well as the existing psycholinguistic influence, and proposes a qualitative conceptual research design. It has been investigated, as the evidence suggests that AI may significantly enhance literary interpretation, critical thinking, and the development of professional skills, particularly when integrated into psycholinguistic models of learning. The study is relevant to the discussion about digital humanities pedagogy in that it presents a conceptualization that situates AI technologies within the context of professional advancement patterns of teacher educators, thereby mapping the prospects for future empirical investigation of AI-based literary learning in higher education}