TL;DR
The study highlights the need for context-sensitive professional support to facilitate responsible and meaningful AI adoption in centralized educational systems, and suggests that Vietnamese teachers are at an early stage of negotiating AI integration, balancing technological possibilities with established educational norms.
This study investigates how Chinese English interpreting teachers in China position themselves in relation to the growing presence of artificial intelligence (AI) in interpreter training. While existing research has largely focused on student attitudes, tools, and curriculum-level discussions, the perspectives of inter...
Insight is provided into how teachers use AI technologies, their perceptions of required competencies, the challenges and concerns they perceive, and the challenges and concerns they perceive that successful AI integration requires specific teacher competencies.
The study indicated that AI integration transforms the teacher's role toward facilitation and mentoring while highlighting the need to strengthen learner-centered approaches, critical thinking, and digital literacy.
It is argued that effective preparation for the AI era requires a fundamental reimagining of teacher education—one that redefines literacy, pedagogy, and human agency.
It is argued that the future development of foreign language teaching must move beyond mere technology adoption and should be teacher-centered, constructing systematic coping strategies through the enhancement of AI literacy, human–AI collaborative instructional design, curriculum and assessment reconstruction, ethical...
This study presents an abductive analysis of interview data from 13 Finnish teachers involved in national AI education development projects and conceptualises a potential synergy between the domains where students' self‐determined, informed engagement with AI is placed at the centre of educational efforts in AI educati...
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