Writing Aid or Writing Cheat? : A Qualitative Interview Study on Swedish Language Teachers’ Perspectives on AIin Writing Instruction

This qualitative study explores how Swedish language teachers, teaching at lower and upper secondary levels, perceive and use artificial intelligence (AI) in their planning, instruction, and assessment of writing.Based on seven semi-structured interviews, the study analyzes the teachers' experiences, attitudes, and expressed needs for professional development in relation to AI.The results show that AI is primarily used by teachers as a planning tool, while pedagogical implementation together with students remains limited.The teachers express both opportunities and concerns: AI is described as a means of increasing efficiency and supporting writing, but also as a challenge to student autonomy, critical source evaluation, and academic integrity.All participants emphasize the lack of adequate training and call for subject-specific professional development.The results are discussed considering previous research and the theoretical framework of TPACK.The study concludes that meaningful use of AI in writing instruction requires more than just access to technology, it also demands didactic strategies, ethical awareness, and continuous teacher development.