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Abstract
The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching presents both opportunities and challenges for teacher education. While AI's role in enhancing language learning is increasingly recognized, limited research has explored how EFL teacher educators perceive and navigate AI integration. Addressing this gap, the present study investigates Indonesian EFL teacher educators’ perceptions of AI integration, focusing on the challenges they face, the competencies they require, and their professional development needs. Employing an interpretivist qualitative approach, the study analyzed data from semi-structured interviews with eight teacher educators at a private university in West Java. Thematic analysis—conducted both manually and with ChatGPT assistance—revealed key challenges including overreliance on AI, issues of academic integrity, and inadequate institutional support. Educators emphasized the need for AI literacy, pedagogical adaptability, and ethical awareness. They also identified the importance of structured, ongoing AI-focused professional development supported by institutional collaboration. Findings underscore the urgent need for responsive policies, ethical guidelines, and capacity-building efforts to support responsible AI adoption in teacher education. These insights contribute to the growing discourse on AI integration and inform the design of context-sensitive professional development programs in EFL contexts.
Keywords
Artificial Intelligence (AI)EFLEnglish TeacherLanguage Teaching
Article Details
How to Cite
Syaripudin, U., Syaparamadhany, F. ., Ibrati, S. I. ., Maulana, A. ., & Kurniati, U. . (2025). AI Integration in EFL Teacher Education: Perceptions and Professional Development Needs. Inspiring: English Education Journal, 8(2), 253–272. https://doi.org/10.35905/inspiring.v8i2.14706
References
- Bae, H., Jaesung, H., Park, J., Choi, G. W., & Moon, J. (2024). Pre-service teachers’ dual perspectives on generative AI: Benefits, challenges, and integration into their teaching and learning. Online Learning Journal, 28(3), 131–156. https://doi.org/10.24059/olj.v28i3.4543
Bauer, E., Sailer, M., Niklas, F., Greiff, S., Sarbu-Rothsching, S., Zottmann, J. M., Kiesewetter, J., & others. (2025). AI-based adaptive feedback in simulations for teacher education: An experimental replication in the field. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13123
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-02-2024-0036
Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
Celik, I. (2023). Towards intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468
Chavez, O. J., & Palaoag, T. (2024). AI-driven mobile application: Unraveling students’ motivational feature preferences for reading comprehension. Journal of Research in Innovative Teaching and Learning, 17(2), 226–242. https://doi.org/10.1108/JRIT-02-2024-0045
Chiu, T. K. F. (2023). The impact of generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2253861
Clark, V., & Braun, V. (2021). Thematic analysis: A practical guide. SAGE.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE.
Denzin, N. K., & Lincoln, Y. S. (2018). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 29–71). SAGE.
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. https://www.learntechlib.org/primary/p/181966/
Guan, L., Zhang, Y., & Gu, M. M. (2025). Pre-service teachers' preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2024.100341
Ho, C. C. (2024). Using AI-generative tools in tertiary education: Reflections on their effectiveness in improving tertiary students’ English writing abilities. Online Learning Journal, 28(3), 33–54. https://doi.org/10.24059/olj.v28i3.4632
Huang, W., Jia, C., Hew, K. F., & Guo, J. (2024). Using chatbots to support EFL listening decoding skills in a fully online environment. Language Learning & Technology, 28(2).
Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100156
Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners’ experiences and perceptions. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100371
Lee, S., Jeon, J., & Choe, H. (2024). Enhancing pre-service teachers’ global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly. https://doi.org/10.1002/tesq.3300
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. https://doi.org/10.1007/978-94-6209-518-2
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.
Meylani, R. (2024). Artificial intelligence in the education of teachers: A qualitative synthesis of the cutting-edge research literature. Journal of Computer and Education Research, 12(24), 600–637. https://doi.org/10.18009/jcer.1477709
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480
Moorhouse, B. L., & Kohnke, L. (2024a). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, 103290. https://doi.org/10.1016/J.SYSTEM.2024.103290
Moorhouse, B. L., & Kohnke, L. (2024b). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122. https://doi.org/10.1016/j.system.2024.103290
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Woo, D. J., et al. (2024). Exploring AI-generated text in student writing: How does AI help? Language Learning & Technology, 28. https://hdl.handle.net/10125/73577
References
Bae, H., Jaesung, H., Park, J., Choi, G. W., & Moon, J. (2024). Pre-service teachers’ dual perspectives on generative AI: Benefits, challenges, and integration into their teaching and learning. Online Learning Journal, 28(3), 131–156. https://doi.org/10.24059/olj.v28i3.4543
Bauer, E., Sailer, M., Niklas, F., Greiff, S., Sarbu-Rothsching, S., Zottmann, J. M., Kiesewetter, J., & others. (2025). AI-based adaptive feedback in simulations for teacher education: An experimental replication in the field. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13123
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-02-2024-0036
Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
Celik, I. (2023). Towards intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468
Chavez, O. J., & Palaoag, T. (2024). AI-driven mobile application: Unraveling students’ motivational feature preferences for reading comprehension. Journal of Research in Innovative Teaching and Learning, 17(2), 226–242. https://doi.org/10.1108/JRIT-02-2024-0045
Chiu, T. K. F. (2023). The impact of generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2253861
Clark, V., & Braun, V. (2021). Thematic analysis: A practical guide. SAGE.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE.
Denzin, N. K., & Lincoln, Y. S. (2018). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 29–71). SAGE.
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. https://www.learntechlib.org/primary/p/181966/
Guan, L., Zhang, Y., & Gu, M. M. (2025). Pre-service teachers' preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2024.100341
Ho, C. C. (2024). Using AI-generative tools in tertiary education: Reflections on their effectiveness in improving tertiary students’ English writing abilities. Online Learning Journal, 28(3), 33–54. https://doi.org/10.24059/olj.v28i3.4632
Huang, W., Jia, C., Hew, K. F., & Guo, J. (2024). Using chatbots to support EFL listening decoding skills in a fully online environment. Language Learning & Technology, 28(2).
Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100156
Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners’ experiences and perceptions. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100371
Lee, S., Jeon, J., & Choe, H. (2024). Enhancing pre-service teachers’ global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly. https://doi.org/10.1002/tesq.3300
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. https://doi.org/10.1007/978-94-6209-518-2
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.
Meylani, R. (2024). Artificial intelligence in the education of teachers: A qualitative synthesis of the cutting-edge research literature. Journal of Computer and Education Research, 12(24), 600–637. https://doi.org/10.18009/jcer.1477709
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480
Moorhouse, B. L., & Kohnke, L. (2024a). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, 103290. https://doi.org/10.1016/J.SYSTEM.2024.103290
Moorhouse, B. L., & Kohnke, L. (2024b). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122. https://doi.org/10.1016/j.system.2024.103290
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Woo, D. J., et al. (2024). Exploring AI-generated text in student writing: How does AI help? Language Learning & Technology, 28. https://hdl.handle.net/10125/73577
Bauer, E., Sailer, M., Niklas, F., Greiff, S., Sarbu-Rothsching, S., Zottmann, J. M., Kiesewetter, J., & others. (2025). AI-based adaptive feedback in simulations for teacher education: An experimental replication in the field. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13123
Bin-Hady, W. R. A., Ali, J. K. M., & Al-humari, M. A. (2024). The effect of ChatGPT on EFL students’ social and emotional learning. Journal of Research in Innovative Teaching and Learning. https://doi.org/10.1108/JRIT-02-2024-0036
Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
Celik, I. (2023). Towards intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468
Chavez, O. J., & Palaoag, T. (2024). AI-driven mobile application: Unraveling students’ motivational feature preferences for reading comprehension. Journal of Research in Innovative Teaching and Learning, 17(2), 226–242. https://doi.org/10.1108/JRIT-02-2024-0045
Chiu, T. K. F. (2023). The impact of generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2253861
Clark, V., & Braun, V. (2021). Thematic analysis: A practical guide. SAGE.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. SAGE.
Denzin, N. K., & Lincoln, Y. S. (2018). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 29–71). SAGE.
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. https://www.learntechlib.org/primary/p/181966/
Guan, L., Zhang, Y., & Gu, M. M. (2025). Pre-service teachers' preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2024.100341
Ho, C. C. (2024). Using AI-generative tools in tertiary education: Reflections on their effectiveness in improving tertiary students’ English writing abilities. Online Learning Journal, 28(3), 33–54. https://doi.org/10.24059/olj.v28i3.4632
Huang, W., Jia, C., Hew, K. F., & Guo, J. (2024). Using chatbots to support EFL listening decoding skills in a fully online environment. Language Learning & Technology, 28(2).
Jeon, J. (2024). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 37(1–2), 1–26. https://doi.org/10.1080/09588221.2021.2021241
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2023.100156
Kohnke, L., Zou, D., & Su, F. (2025). Exploring the potential of GenAI for personalised English teaching: Learners’ experiences and perceptions. Computers and Education: Artificial Intelligence, 8. https://doi.org/10.1016/j.caeai.2025.100371
Lee, S., Jeon, J., & Choe, H. (2024). Enhancing pre-service teachers’ global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly. https://doi.org/10.1002/tesq.3300
Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. https://doi.org/10.1007/978-94-6209-518-2
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.
Meylani, R. (2024). Artificial intelligence in the education of teachers: A qualitative synthesis of the cutting-edge research literature. Journal of Computer and Education Research, 12(24), 600–637. https://doi.org/10.18009/jcer.1477709
Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235–251. https://doi.org/10.1080/21532974.2023.2247480
Moorhouse, B. L., & Kohnke, L. (2024a). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122, 103290. https://doi.org/10.1016/J.SYSTEM.2024.103290
Moorhouse, B. L., & Kohnke, L. (2024b). The effects of generative AI on initial language teacher education: The perceptions of teacher educators. System, 122. https://doi.org/10.1016/j.system.2024.103290
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Woo, D. J., et al. (2024). Exploring AI-generated text in student writing: How does AI help? Language Learning & Technology, 28. https://hdl.handle.net/10125/73577