Psycholinguistic Perspectives on AI-Driven Literary Pedagogy in Developing Professional Skills of Teacher Educators

^{The recent explosion of the application of artificial intelligence (AI) to the humanities and literary studies holds enormous potential in the educational praxis. However, it has not been used extensively in the field of literary pedagogy, especially in a psycholinguistic perspective that has a direct bearing on the professional growth of teacher-educators. This research, therefore, questions how AI applications can enhance literary pedagogy through precise operation of thinking, enhancement of language understanding, sharpening of interpretation, and enhancement of pedagogical effectiveness of instructors in higher education. The study using a mixed-method approach involving systematic literature reviews, strictly controlled pedagogical studies, and elaborate survey tools demonstrates the fact that AI-supported literary pedagogy develops critical reading skills, interpretive acuity, and digital literacy as well as reflective teaching practices. Additionally, incorporation of the AI resources contributes to an adaptive learning environment, which in turn enhances linguistic proficiency and pedagogical competence. The results highlight the vagueness of psycholinguistic knowledge in the design of an AI-enabled pedagogic paradigm to teach literature. They support each other in the fact that AI strategic integration not only enhances the effectiveness of teaching but also promotes the active development of teacher-educators. At the conclusion, the paper presents a suggested paradigm of AI-enhanced pedagogy, which rests on solid psycholinguistic foundations, which provides the model for future research and academic curriculum development.}