Recent advances in artificial intelligence have transformed education; however, teachers’ readiness to effectively utilize this technology and its implications for the psychological dimensions of teaching have been less explored. The present study aimed to examine the effect of training in the use of AI tools in the design and implementation of instruction on teachers’ mindfulness in teaching and their readiness to adopt AI. This research employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of 258 primary school teachers in Soltaniyeh, from whom 60 participants were selected through convenience sampling and randomly assigned to the experimental and control groups. The experimental group received eight training sessions on the use of Magic School, Fobizz, and Teach Better, while the control group used non-AI educational technologies such as Wordwall and Wayground during the same period. Data were collected using the Teachers’ Readiness for AI Applications Questionnaire (Ramazanoglu & Eklen, 2024) and the Mindfulness in Teaching Scale (Frank et al., 2016). The results of analysis of covariance indicated that the experimental group obtained significantly higher posttest scores than the control group on both mindfulness in teaching and readiness to use AI (p < 0.001). Moreover, AI-based training led to improvements in the experimental group’s technological self-efficacy, teacher–student interaction, and ethical awareness. The findings suggest that structured training in AI tools can enhance teachers’ professional readiness and, by reducing cognitive pressures associated with instructional design and implementation, facilitate the development of mindfulness in teaching.