TY  - JOUR
ID  - 247255
TI  - English Language Teachers’ Perceptions of Ethical and AI-Responsive Future-Ready Pedagogy: A Mixed-Methods Study
JO  - Journal of Edulingual Studies (JES)
JA  - JES
LA  - en
SN  - 
AU  - Isaee, Hossein
AU  - Komsu, Ufuk Cem
AU  - Attia, Sarah
AU  - Haghnavaz, Atena
AU  - Rapsing, Ma Rosella
AD  - Department of English Language, Am.C., Islamic Azad University, Amol, Iran.
AD  - Department of Healthcare İnstitutions Management, Vocational High School of Mersin, University of Mersin, Mersin, Turkey
AD  - Assistant Professor of English Language and Literature, GFP, Muscat University, Muscat, Oman.
AD  - Department of English Language, Am.C., Islamic Azad University, Amol, Iran
AD  - Department of English Language Teaching, Bicol state College of Applied Science and technology, Naga City, Philippines
Y1  - 2026
PY  - 2026
VL  - 1
IS  - 2
SP  - 24
EP  - 41
KW  - AI Ethics
KW  - Artificial intelligence
KW  - Digital pedagogy
KW  - English language teaching
KW  - Future-Ready Pedagogy
DO  - 10.22034/jes.2026.584920.1009
N2  - As generative artificial intelligence (AI) becomes increasingly integrated into language education, English language teachers are expected to balance technological innovation with ethical responsibility while preparing learners for digitally mediated and rapidly evolving educational environments. Although research on AI-assisted language teaching has expanded rapidly, relatively little empirical evidence has examined how teachers conceptualize ethical and AI-responsive future-ready pedagogy. This sequential explanatory mixed-methods study investigated these issues through a survey of 342 English language teachers, followed by semi-structured interviews with 20 purposively selected teachers to explain, elaborate, and contextualize the quantitative findings. Quantitative analyses revealed that AI literacy, ethical awareness, future-ready pedagogical beliefs, and perceived institutional support significantly predicted teachers’ implementation readiness, with AI literacy emerging as the strongest predictor, whereas institutional support received the lowest ratings. The qualitative findings generated six interrelated themes, highlighting future-ready pedagogy as preparation for uncertainty, AI as a helpful but imperfect instructional assistant, ethical concerns as everyday teaching dilemmas, institutional support as a prerequisite for implementation, the preservation of human agency, and ethical prompt literacy as an emerging educational competency. Overall, the findings demonstrate that responsible AI integration depends not only on teachers’ technological competence but also on ethical judgment, learner-centered pedagogical beliefs, and supportive institutional environments. The study provides empirical evidence that teachers' readiness for responsible AI integration depends on the interaction of technological competence, ethical judgment, learner-centered pedagogical beliefs, and supportive institutional environments.
UR  - https://www.jesjournal.com/article_247255.html
L1  - https://www.jesjournal.com/article_247255_da1748cfd7b591b4ba3883276ae7ef63.pdf
ER  -