Jul 2026· English Language Teaching· Vol 19, pp. 27· 0 citations· 22 references
TL;DR
The findings demonstrate that teacher AI literacy is not a simple transfer of general AI competencies but a contextualized competency system shaped by language teaching objectives, principles of language learning, and teachers' professional knowledge, as college English teachers emphasized competencies closely related to English teaching practices.
Abstract
As generative artificial intelligence continues to be integrated into higher education, teacher AI literacy has become a critical foundation for promoting AI-enhanced English language teaching. However, existing frameworks have been developed primarily within general educational contexts, with insufficient attention to the disciplinary characteristics of college English teaching. Employing a qualitative framework development design, this study established an initial analytical framework based on TPACK, AI-TPACK, the AI Literacy Framework, DigCompEdu, and the UNESCO AI Competency Framework for Teachers, and then refined it through semi-structured interviews with eight university English teachers and thematic analysis. The findings reveal that college English teachers' AI literacy consists of five dimensions, namely cognitive understanding, AI application, pedagogical integration, reflective development, and ethical responsibility, which are further elaborated into fifteen contextualized domains. The findings further demonstrate that teacher AI literacy is not a simple transfer of general AI competencies but a contextualized competency system shaped by language teaching objectives, principles of language learning, and teachers' professional knowledge, as college English teachers emphasized competencies closely related to English teaching practices, including professional evaluation of AI-generated language content, AI-supported activity design, instructional feedback analysis, and guidance for students' responsible AI use. This study extends the contextualized perspective of teacher AI literacy research and provides theoretical insights and practical implications for college English teacher professional development, teacher training, and AI-enhanced language education.
The rapid advancement of artificial
intelligence (AI) is transforming mathematics education and creating new
opportunities for enhancing teaching and learning. However, effective AI
integration depends on teachers’ ability to use AI critically, ethically, and
pedagogically. This conceptual paper examines the integration of AI literacy
and AI tools into mathematics teacher education and classroom practice and
proposes an integrative framework for preparing future-ready mathematics
teachers. Drawing on a comprehensive review of contemporary literature, the
paper explores the concept and dimensions of AI literacy, the pedagogical
applications of AI tools, and the theoretical foundations underpinning AI
integration. The proposed framework synthesizes the Technological Pedagogical
Content Knowledge (TPACK) framework, the UNESCO AI Competency Framework for
Teachers, Self-Determination Theory, and Diffusion of Innovations Theory,
positioning AI literacy as the central competency linking mathematics teacher
education, AI-supported classroom practice, and improved learning outcomes. The
paper argues that AI technologies can enhance mathematics education only when
teachers possess the knowledge, ethical awareness, and pedagogical competence
required for their responsible use. It further highlights implications for
teacher education, professional development, educational policy, and future
research, while emphasizing the need to embed AI literacy within mathematics
teacher education to support effective and responsible AI integration.
Ishaku Akissani, Naziru Aminu, Samuel Olusanjo Shodubi· Journal of Studies in Scienc...· 0 citations
The findings indicate that primary school teachers’ AI literacy is not limited to technical proficiency but constitutes an integrated professional competence characterised by an “awareness-driven, knowledge-supported, competence-oriented, and ethics-guided” mechanism.
Yang-Hua Qiu· International Educational Re...· 0 citations
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
The rapid diffusion of generative artificial intelligence has created a new pedagogical reality for language teaching in higher education. This article develops a responsible AI pedagogy framework for language teaching in non-linguistic universities, where language courses support not only general communication but also academic literacy, professional vocabulary and discipline-oriented written production. The framework is derived from the qualitative component of a larger mixed-methods case study conducted at the Armenian State University of Economics. The broader study involved a student survey and professional conversations with six lecturers from the Department of Languages; the present article focuses primarily on lecturer-based qualitative evidence and uses student data only as contextual background. Thematic analysis identified five interrelated areas of concern and opportunity: AI as a support tool for linguistic practice, prompt formulation as a form of language thinking, the pedagogical value of comparing student-written and AI-generated texts, risks of dependence and academic dishonesty, and the need to redesign assessment under conditions of widespread AI use. On this basis, the article proposes a five-stage framework consisting of orientation and rule clarification, guided use, critical evaluation of AI output, student-owned language production and reflective AI-use declaration. The article argues that AI should neither be rejected as a threat nor accepted as an unregulated shortcut. Its educational value depends on teacher mediation, transparent rules, task design and the preservation of learner agency. The proposed framework contributes to responsible AI integration in language education by translating ethical principles into concrete pedagogical practice.
Unknown authors· International Journal of Res...· 0 citations
The paper takes the argument that AI has significant potential in teacher education, especially English Language Teaching (ELT) but teachers’ preparedness, classroom practices, and institutional support may all be factors that hinder or facilitate the adoption of AI. What the study did was it used TPACK and TELL frameworks to analyze how teacher education might incorporate AI. The study’s context was AI in teacher education. One hundred English language teacher educators out of five universities were the participants of the purposive sampling method. All of them were familiar with or interested in AI, supported teaching. The data were collected via a structured questionnaire on the interviewees readiness, pedagogical influence, and adoption barriers. Data were also gathered through open-ended questions in order to gain additional qualitative data. The study showed that the teachers who were able to incorporate AI in their teaching were very satisfied due to the feedback that the students got from the AI, as well as the increase in enthusiasm among the students. Most importantly, AI was still just another teaching tool used alongside others, not the one effecting a complete transformation in the teaching, learning process. Lack of enough institutional support, lack of infrastructures, poor teacher training, and ethical issues in terms of problems such as privacy, data, and algorithmic bias, were some of the issues identified as barriers to AI adoption.
M. Grab· Journal of language research· 0 citations
This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Ramazan Yetkin, Zekiye Özer-Altınkaya· Kuramsal Eğitimbilim· 0 citations
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