PRE-SERVICE TEACHERS’ READINESS FOR USING ARTIFICIAL INTELLIGENCE TECHNOLOGY IN INTEGRATING 21ST-CENTURY EFL LEARNING

Abstract

The rapid development of artificial intelligence (AI) has brought significant changes to educational practices, particularly in the teaching of English as a Foreign Language (EFL), by supporting the development of 21st-century skills. Although various studies have discussed the potential of AI in education, there remains a gap between theoretical studies and classroom teaching practices, especially concerning the readiness of pre-service teachers to integrate AI into 21st-century EFL learning. Therefore, this study aims to explore pre-service teachers’ readiness for using AI technology in integrating 21st-century EFL learning. This study uses a qualitative method with a case study approach involving five sixth-semester students of the English Education Study Program at a state Islamic university. Data were collected through structured face-to-face interviews and analyzed using thematic analysis based on the 21st-century learning framework. The results indicate that pre-service teachers have fairly good readiness in integrating AI into various aspects, including reinforcing global themes, developing 4Cs skills (Critical Thinking, Communication, Collaboration, Creativity), improving information, media, and technology skills, strengthening life and career skills, as well as utilizing technology-based support systems for feedback and more adaptive learning. This study contributes by providing an empirical overview of the readiness of pre-service EFL teachers in integrating AI based on 21st-century skills, as well as serving as a reference for educational institutions and curriculum developers in designing relevant and sustainable teacher training programs.