Implementation of Artificial Intelligence in Teachers’ Technological Pedagogical and Content Knowledge in EFL Context

Artificial Intelligence (AI) has become increasingly integral to education in today’s technology-driven era, particularly within the Technological Pedagogical and Content Knowledge (TPACK) framework. This research investigates Indonesian EFL teachers’ perspectives on the impact of AI in improving their instructional methods. It further analyzes how these perspectives affect the integration of TPACK in their teaching environments. The research employed a narrative inquiry approach, collecting data through semi-structured interviews with three EFL teachers of varying experience levels. The findings reveal that while teachers recognize AI’s potential in personalizing students’ learning and improving students’ engagement, they face significant challenges in integrating AI effectively. These obstacles involve restricted resource availability, inadequate training, and inconsistent use of TPACK elements. The study highlights the need for professional development programs to build teachers’ technological proficiency and foster a balanced integration of AI within the TPACK framework. Ultimately, the study recommends enhancing teacher training to ensure that AI is utilized to create dynamic and effective learning environments in EFL education.