Abstract: At the confluence of a new technological revolution and industrial transformation,artificial intelligence is increasingly driving the reconstruction and continual evolution of the education system.The teaching profession now faces a substantive role redefinition,and teachers' perception of AI threat resemble a pervasive “technological itch”,generating simultaneous experiences of attraction and discomfort.Drawing on the social identity theory and integrating a cognition-affection-conation framework,this paper identifies four dimensions of teachers' perception of AI threat:distinctiveness threat,ability-category threat,educational‐relationship threat,and value-identity threat.In the context of educational digital transformation,we propose three countermeasures:(1) strengthening institutional mechanisms to delineate clear boundaries for human–AI collaboration;(2) cultivating a trust‐based educational ecosystem that safeguards teachers' psychological safety;(3) reshaping teacher professionalism toward human–machine co‐development.These insights aim to enrich the theoretical understanding of teachers' perception of AI threat and guide ongoing optimization of educational practice.

Key words: artificial intelligence in education, technological itch, teachers' perception of AI threat, teacher identity, social identity theory