Innovation in Language Learning

This study investigates EFL teachers’ perspectives on their emerging pedagogical role as future-skills designers in an AI-mediated knowledge economy. As artificial intelligence reshapes how knowledge is accessed, produced, evaluated, and communicated, English language classrooms are increasingly expected to move beyond linguistic accuracy and support learners’ autonomy, collaboration, digital communication, critical thinking, and responsible engagement with AI-supported tools [1], [2]. This shift is aligned with future-oriented education frameworks that emphasize student agency, co-agency, lifelong learning, and the development of knowledge, skills, attitudes, and values needed for uncertain futures [3]. Using a descriptive survey design, the study draws on questionnaire responses from 220 EFL teachers to examine how they understand future skills, position student agency and learner autonomy within EFL instruction, incorporate collaborative and digital communication practices, and negotiate the pedagogical opportunities and challenges associated with AI-aware teaching. The questionnaire also explores teachers’ professional development needs in relation to AI pedagogy, ethical use, assessment, and future-oriented task design. Quantitative data from Likert-scale items are analyzed through descriptive statistics, while open-ended responses are examined thematically. The study revealed both teachers’ recognition of the importance of future skills and the practical barriers that limited their integration into classroom practice, including lack of training, curriculum demands, time constraints, and uncertainty about responsible AI use. The findings contribute to discussions on teacher professional development by reframing the EFL teacher’s role from a language instructor to a designer of learning environments that foster learner agency, collaboration, digital competence, and responsible participation in the knowledge economy [1], [3], [4].

Keywords

EFL teachers, future skills, AI-mediated learning, knowledge economy, teacher professional development, student agency, learner autonomy, digital communication, collaboration

References

[1] Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://doi.org/10.54675/ZJTE2084

[2] Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO.

[3] OECD. (2019). OECD Learning Compass 2030: OECD Future of Education and Skills 2030. OECD.

[4] Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868