AI and the Pedagogical Shift: Adaptability Strategies for Algerian EFL Teachers

Through a quantitative research approach, the current study examines the critical role of adaptability in permitting teachers to tailor their instructional methods to today’s digital age demands. It investigates the key strategies that teachers adopt to embrace AI-driven tools and emerging technologies. The findings collected from a random sample of 13 EFL teachers at the English department of Mustapha Stambouli-Mascara University, Algeria, indicate that while the majority of the teachers acknowledge that adaptability has a unique impact on their well-being, self-efficacy, and the efficiency of teaching practices, the rate of adaptability is still low and basic. In this vein, these findings underscore the significance of understanding teachers’ adaptation strategies to keep educational systems evolving to track technological advancements. They also highlight the importance of adaptability as a key ability and skill to be promoted among teachers so that it enables them to cope with the age of digital evolution. Hence, there is a need for systematic implementation of ongoing professional development support.