The Future of Education

This small-scale qualitative study investigates the perceptions of a pre-service (and in-service) language teacher regarding the integration of Artificial Intelligence (AI) in the language classroom to enhance language pedagogy in Ireland. Through semi-structured interviews and thematic analysis, the study explores the teachers’ experiences, attitudes, and reflections on the use of AI technologies for language learning. By focusing on a small-scale sample, the research provides in-depth insights into individual perspectives, facilitating a nuanced understanding of the benefits and challenges of AI integration in the Irish context.

Preliminary findings suggest that pre-service teachers perceive AI technologies as valuable tools for supplementing more traditional language instruction, offering opportunities for personalised learning and adaptive feedback. However, concerns regarding data privacy, algorithmic bias, and the role of human interaction in language acquisition emerge as significant considerations. The study underscores the importance of ethical AI implementation and the need for pedagogical approaches that balance technological innovation with human-centred learning experiences.

Through its qualitative approach, this study contributes to the emerging discourse on AI in language education, offering practical implications for educators, policymakers, and technology developers seeking to optimise the integration of AI in the Irish language classroom while prioritising educational outcomes and equity.

Keywords: Language teaching, foreign language teaching, Junior Cycle, artificial intelligence, UDL