Investigating English Language Teachers’ Readiness and Needs Regarding AI Integration through the UNESCO AI Framework
DOI:
https://doi.org/10.37376/sjuob.v39i1.7853Keywords:
, UNESCO AI Competency Framework, English language teaching, AI integration,Abstract
Artificial intelligence has recently become the focus of considerable academic discussion worldwide. While AI has been associated with several benefits, its rapid widespread use poses challenges and threatens the teacher’s role. Particularly in developing contexts like Libya, adopting AI in education requires a careful, systematic approach to promote its proper use. Accordingly, this study examined English language teachers’ readiness and needs for AI integration at the University of Benghazi. The investigation was guided by the UNESCO Competency Framework for Teachers (2024) and used interviews with six teachers. The results revealed that the teachers have a strong human-centered approach to AI use, basic familiarity with AI ethics, and basic knowledge and use of AI tools in the teaching process and their professional development. Nonetheless, the teachers were constrained by limited professional development opportunities and the resources needed. The findings of the study highlight a promising foundation for AI implementation, but stress the need for policy interventions in light of the UNESCO framework.
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Copyright (c) 2026 Nisreen Salah Elfeitouri , Aziza Abdelgader El Daibani
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