With the emergence of new technologies in the digital age, the integration of artificial intelligence into educational systems has become an undeniable necessity—one that requires a redefinition of teachers’ professional roles and competencies. This study aims to investigate the relationship between artificial intelligence literacy and teachers' professionalism, considering the mediating role of innovative work behaviors. This research was a descriptive-correlational study and had an applied purpose. The statistical population included all teachers at different educational levels in the country. Using the Cochran formula, a sample size of 604 people was selected through convenience sampling. The data collection tools included three scales: Wang et al.'s Artificial Intelligence Literacy Questionnaire (2023), Hoy et al.'s Teacher Professionalism Questionnaire (1998), and Messmann et al.'s Innovative Work Behaviors Questionnaire (2010). Data were analyzed using Smart PLS3 and structural equation modeling test. The results showed that teachers' artificial intelligence literacy has a direct and significant relationship with innovative work behaviors and teachers' professionalism. Also, innovative work behaviors, as a mediating variable, played a reinforcing role in the relationship between teachers' artificial intelligence literacy and their innovative work behaviors. Path coefficients, t-values, and bootstrap results confirmed the adequacy of the proposed model. The findings highlight that teachers' artificial intelligence literacy and innovative work behaviors play a decisive role in improving their professionalism. Creating a constructive and supportive climate to increase teachers' skills and competencies in the field of artificial intelligence, as well as promoting a culture of innovation and idea creation, can enhance teachers' professionalism.