Probing the necessity and advantages of AI integration training for EFL educators in Saudi Arabia

Abstract

As Artificial Intelligence (AI) continues to transform various educational fields, English as a Foreign Language (EFL) educators must develop the necessary skills to integrate AI tools into their teaching. Ensuring that teachers are well-prepared for this technological shift is essential for maintaining high-quality instruction and meeting students’ evolving needs. This study examines the level of training required by Saudi EFL educators to effectively integrate AI into teaching. It also explores teachers’ perspectives on the positive insights resulting from such training. A mixed-methods approach was employed, collecting both quantitative and qualitative data using a questionnaire. The questionnaire was based on the five dimensions of AI competency for teachers as proposed by UNESCO (Citation2023) to assess EFL educators’ perceptions of the necessity of AI training. Findings indicate a critical need for AI training among Saudi EFL educators, with an average mean score of 4.67. The findings also revealed that training EFL educators on integrating AI in their teaching practice leads to boosting students’ adaptability, supporting students with future potential, and achieving students’ needs. Additionally, AI training enables educators to safeguard student privacy, familiarize themselves with their ethical responsibilities, engage in continuous professional development, and equip themselves with AI-based pedagogical requirements. Ultimately, professional development training for EFL teachers empowers them and elevates their teaching competencies. The study recommends that educational institutions provide comprehensive AI training programs for EFL teachers to ensure the effective, ethical, and responsible use of AI tools in language education.

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