Artificial Intelligence (AI) to Support Curriculum Development for English Language Teaching in South Sulawesi's Secondary Schools
DOI:
https://doi.org/10.30762/jeels.v12i2.4737Keywords:
Artificial Intelligence, English language teaching, education technology, personalized learning, teacher trainingAbstract
The swift advancement of Artificial Intelligence (AI) presents novel prospects for improving English Language Teaching (ELT) curriculum design. Although AI has been extensively researched in high-resource environments, there is a paucity of studies addressing its implementation in areas with infrastructural and training deficiencies, such as South Sulawesi, Indonesia. This study sought to examine stakeholders' awareness of AI, their views on its advantages and obstacles, and its prospective function in the creation of ELT curricula. Utilizing a mixed-methods approach, data were gathered from 178 individuals (100 students, 60 teachers, and 18 administrators) via structured questionnaires and semi-structured interviews. Quantitative data were examined by descriptive and correlational statistics, whereas qualitative data were subjected to theme analysis. Results demonstrate a moderate overall awareness of AI, accompanied by a robust acknowledgment of its promise for individualized learning, engagement, and adaptive content delivery. Nonetheless, obstacles such as inadequate teacher training, poor infrastructure, and low digital preparedness continue to exist. Correlation research indicated a substantial positive association between AI familiarity and perceived advantages. The report advocates for focused professional development, strategic resource allocation, and the incorporation of AI competencies into national curriculum frameworks. These findings advance AI-in-education research by providing context-specific insights for the implementation of AI-enhanced English language teaching curricula in resource-diverse environments.
Downloads
References
Alalawi, K., Athauda, R., & Chiong, R. (2024). An extended learning analytics framework integrating machine learning and pedagogical approaches for student performance prediction and intervention. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00429-7
Alam, A., & Mohanty, A. (2023). Educational technology: Exploring the convergence of technology and pedagogy through mobility, interactivity, AI, and learning tools. Cogent Engineering, 10(2). https://doi.org/10.1080/23311916.2023.2283282
Ali, R. (2025). How challenging? Barriers for teachers in institutional implementation of blended learning. Open Learning: The Journal of Open, Distance and e-Learning, 40(3), 324–341. https://doi.org/10.1080/02680513.2024.2342922
Alias, N. F., & Razak, R. A. (2025). Revolutionizing learning in the digital age: A systematic literature review of microlearning strategies. Interactive Learning Environments, 33(1), 1–21. https://doi.org/10.1080/10494820.2024.2331638
Al-khresheh, M. H. (2024). The role of presentation-based activities in enhancing speaking proficiency among Saudi EFL students: A quasi-experimental study. Acta Psychologica, 243, 104159. https://doi.org/10.1016/j.actpsy.2024.104159
Amoako, K., Asante, A., & Owusu, K. (2024). AI-powered tools for personalized learning in educational technology. International Journal of Technology and Modeling, 3(1), 46–56. https://doi.org/10.63876/ijtm.v3i1.115
Asrifan, A., Wajdi, F., Ishak, S., & Alwi, A. (2025). Humanizing the digital classroom. In Blending Human Intelligence with Technology in the Classroom (pp. 87–118). IGI Global. https://doi.org/10.4018/979-8-3373-0771-8.ch005
Bachtiar, B. (2025). Preparing Citizens for the Future of Digital Literacy and AI. In Digital Citizenship and the Future of AI Engagement, Ethics, and Privacy (pp. 405–440). IGI Global. https://doi.org/10.4018/979-8-3693-9015-3.ch015
Baker, M. A. (2021). Educational distancing: A mixed-methods study of student perceptions in the time of Coronavirus. Journal of Hospitality & Tourism Education, 33(3), 207–221. https://doi.org/10.1080/10963758.2021.1907194
Caglar, A. E., Avci, S. B., Daştan, M., & Destek, M. A. (2024). Investigation of the effect of natural resource dependence on environmental sustainability under the novel load capacity curve hypothesis. International Journal of Sustainable Development & World Ecology, 31(4), 431–446. https://doi.org/10.1080/13504509.2023.2296495
Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1), 60. https://doi.org/10.1186/s40561-023-00269-3
Ciampa, K., Wolfe, Z., & Hensley, M. (2025). From entry to transformation: Exploring AI integration in teachers’ K–12 assessment practices. Technology, Pedagogy and Education, 34(2), 141–160. https://doi.org/10.1080/1475939X.2024.2413378
Dai, Y. (2025). Integrating unplugged and plugged activities for holistic AI education: An embodied constructionist pedagogical approach. Education and Information Technologies, 30(5), 6741–6764. https://doi.org/10.1007/s10639-024-13043-w
Ejaz, H., McGrath, H., Wong, B. L., Guise, A., Vercauteren, T., & Shapey, J. (2022). Artificial intelligence and medical education: A global mixed-methods study of medical students’ perspectives. DIGITAL HEALTH, 8, 205520762210890. https://doi.org/10.1177/20552076221089099
Giri, A. (2024). Revolutionizing Student Evaluation (pp. 333–362). https://doi.org/10.4018/979-8-3693-6170-2.ch012
Halkiopoulos, C., & Gkintoni, E. (2024). Leveraging AI in E-learning: Personalized learning and adaptive assessment through cognitive neuropsychology—a systematic analysis. Electronics, 13(18), 3762. https://doi.org/10.3390/electronics13183762
Hasibuan, O. P., Tjakraatmadja, J. H., & Sunitiyoso, Y. (2022). Illegal gold mining in Indonesia: Structure and causes. International Journal of Emerging Markets, 17(1), 177–197. https://doi.org/10.1108/IJOEM-11-2019-0964
Hooda, A., Gupta, P., Jeyaraj, A., Giannakis, M., & Dwivedi, Y. K. (2022). The effects of trust on behavioral intention and use behavior within e-government contexts. International Journal of Information Management, 67, 102553. https://doi.org/10.1016/j.ijinfomgt.2022.102553
Huang, M. (2025). Student engagement and speaking performance in AI-assisted learning environments: A mixed-methods study from Chinese middle schools. Education and Information Technologies, 30(6), 7143–7165. https://doi.org/10.1007/s10639-024-12989-1
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
Javed, F. (2024). Preparing for Tomorrow (pp. 43–78). https://doi.org/10.4018/979-8-3373-1692-5.ch003
Kayyali, M. (2025). Ethical considerations in higher education. In Accountability in Higher Education (pp. 145–184). IGI Global. https://doi.org/10.4018/979-8-3693-7708-6.ch006
Liando, N. V. F., & Tatipang, D. P. (2022). English or Indonesian language? Parents’ perception toward children’s second language learning context. Jurnal Lingua Idea, 13(1), 61. https://doi.org/10.20884/1.jli.2022.13.1.5749
Mavidi, P. N. (2025). Fluency Reimagined (pp. 253–292). https://doi.org/10.4018/979-8-3693-9077-1.ch011
Meegammana, N. W., & Fernando, H. (2025). AI‐driven adaptive security for sensor networks: Next‐generation firewalls for attack detection. International Journal of Distributed Sensor Networks, 2025(1). https://doi.org/10.1155/dsn/5973480
Mikeladze, T., Meijer, P. C., & Verhoeff, R. P. (2024). A comprehensive exploration of artificial intelligence competence frameworks for educators: A critical review. European Journal of Education, 59(3). https://doi.org/10.1111/ejed.12663
Mulkiyah, U. (2024). Integrating artificial intelligence in EFL classrooms: Opportunities and challenges for Indonesian teachers. Journal Corner of Education, Linguistics, and Literature, 4(001), 765–773. https://doi.org/10.54012/jcell.v4i001.507
Murtaza, M., Ahmed, Y., Shamsi, J. A., Sherwani, F., & Usman, M. (2022). AI-based personalized e-learning systems: Issues, challenges, and solutions. IEEE Access, 10, 81323–81342. https://doi.org/10.1109/ACCESS.2022.3193938
Mutawa, A. M., & Sruthi, S. (2024). UNESCO’s AI Competency Framework (pp. 75–96). https://doi.org/10.4018/979-8-3693-0884-4.ch004
Mwogosi, A., Mambile, C., Kibinda, N., & Shao, D. (2025). Blockchain and AI in Tanzanian EHR systems: Perceptions, challenges, and solutions. Journal of Systems and Information Technology. https://doi.org/10.1108/JSIT-10-2024-0377
Ndiangui, P., Mwangi, F. K., & Zhang, J. (2025). Enhancing student skills through the integration of online learning in Kenya’s Competency-Based Curriculum (CBC). Research in Social Sciences and Technology, 10(2), 1–35. https://doi.org/10.46303/ressat.2025.25
Nigar, N., Kostogriz, A., Mhilli, O., & Yu, X. (2024). Curriculum as ‘folding’ democratic practice: Integrating Deleuzian and Deweyan philosophies with the lived experiences of English teachers. Curriculum Perspectives, 44(4), 411–424. https://doi.org/10.1007/s41297-024-00258-7
Okada, A., Sherborne, T., Panselinas, G., & Kolionis, G. (2025). Fostering transversal skills through open schooling supported by the CARE-KNOW-DO pedagogical model and the UNESCO AI competencies framework. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00458-w
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020
Owais, A. K. (2025). AI in English teaching with Chat-GPT: Does it really work?. In Using AI Tools in Text Analysis, Simplification, Classification, and Synthesis (pp. 199-228). IGI Global Scientific Publishing.
Parker, M. A., Walser, T. M., & Dighe, S. (2024). Academic program development: A collaborative and context-sensitive approach. Discover Education, 3(1), 272. https://doi.org/10.1007/s44217-024-00377-3
Pesqueira, A., Sousa, M. J., & Pereira, R. (2025). Individual dynamic capabilities and artificial intelligence in health operations: Exploration of innovation diffusion. Intelligence-Based Medicine, 11, 100239. https://doi.org/10.1016/j.ibmed.2025.100239
Pinkan Septiani, R., Indra Nugraha, S., & Karlina Ambarwati, E. (2025). Exploring AI-driven language teaching for English as a foreign language teacher in vocational high school in Karawang. Journal of Educational Sciences, 9(4), 2073–2084. https://doi.org/10.31258/jes.9.4.p.2073-2084
Plotzky, C., Loessl, B., Kuhnert, B., Friedrich, N., Kugler, C., König, P., & Kunze, C. (2023). My hands are running away – learning a complex nursing skill via virtual reality simulation: A randomized mixed methods study. BMC Nursing, 22(1), 222. https://doi.org/10.1186/s12912-023-01384-9
Praja Dinata, R., Suryati, N., Kholilurrahman Jailani, M., Paulus Keli, Y., Rovikasari, M., & Hasymi, M. (2025). Exploring rural EFL lecturers’ perspectives on the integration of Artificial Intelligence (AI) in foreign language pedagogy. LEARN Journal: Language Education and Acquisition Research Network, 18(2), 633–654. https://doi.org/10.70730/OVMA8060
Purushothaman, R., Alamelu, R., Selvabaskar, S., & Sudha, M. (2025). Theories, techniques and strategies of sustainable circular economy: A systematic literature review. Discover Sustainability, 6(1), 297. https://doi.org/10.1007/s43621-025-01161-5
Rhamadina, W. (2025). The analysis of readability level of reading text in an English textbook entitled “SPLASH” (smart path to learning English). Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for Master Degree at Graduate Program of English Education. THESIS - Institutional Repository UIN Syarif Hidayatullah Jakarta
Schiff, D. (2022). Education for AI, not AI for education: The role of education and ethics in national AI policy strategies. International Journal of Artificial Intelligence in Education, 32(3), 527–563. https://doi.org/10.1007/s40593-021-00270-2
Schmid, R., Pauli, C., Stebler, R., Reusser, K., & Petko, D. (2022). Implementation of technology-supported personalized learning—its impact on instructional quality. The Journal of Educational Research, 115(3), 187–198. https://doi.org/10.1080/00220671.2022.2089086
Shanmugavelu, G., Parasuraman, B., Ariffin, K., Kannan, B., & Vadivelu, M. (2020). Inquiry method in the teaching and learning process. Shanlax International Journal of Education, 8(3), 6–9. https://doi.org/10.34293/education.v8i3.2396
Shen, P., & Chen, Y. (2025). Customer-oriented strategy and AI social responsibility performance: A resource-based view. The Service Industries Journal, 1–33. https://doi.org/10.1080/02642069.2025.2512781
Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921–1947. https://doi.org/10.1002/sd.3221
Suharno, S., Musthafa, B., & Purnawarman, P. (2025). Exploring perceptions and experiences: Integrating AI in English language teaching from the perspectives of learners and educators. Jurnal Pendidikan Progresif, 15(1), 499–515. https://doi.org/10.23960/jpp.v15i1.pp499-515
Sulistyaningrum, S., & Shopia, K. (2024). Incorporating an ICT-competency framework and problem-solving skills as twenty-first century skills in practical key teaching syllabuses. The International Journal of Technologies in Learning, 32(1), 23–49. https://doi.org/10.18848/2327-0144/CGP/v32i01/23-49
Tan, A.-L., Ong, Y. S., Ng, Y. S., & Tan, J. H. J. (2023). STEM problem solving: Inquiry, concepts, and reasoning. Science & Education, 32(2), 381–397. https://doi.org/10.1007/s11191-021-00310-2
Tan, L. Y., Hu, S., Yeo, D. J., & Cheong, K. H. (2025). Artificial intelligence-enabled adaptive learning platforms: A review. Computers and Education: Artificial Intelligence, 9, 100429. https://doi.org/10.1016/j.caeai.2025.100429
Ulfatuz, N., Maro, Z., Mujiyanto, J., & Astuti, P. (2025). IDEAS Journal of Language Teaching and Learning, Linguistics and Literature Examining the Impact of Emancipated Curriculum on EFL Teachers’ Creativity in Lesson Planning and Teaching Practice at Vocational High School, Semarang Regency, Central Java. 13(2), 3269–3279. https://doi.org/10.24256/ideas
Zhou, H. (2025). Exploring the dynamic teaching-learning relationship in interactive learning environments. Interactive Learning Environments, 1–31. https://doi.org/10.1080/10494820.2025.2462149
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
