TEACHERS’ READINESS TO USE ARTIFICIAL INTELLIGENCE TOOLS: ITS RELATIONSHIP WITH THE LEVEL OF TECHNOLOGICAL LITERACY
Keywords:
Artificial intelligence, teacher readiness, technological literacy, TPACK model, foreign language education, digital competence, Uzbekistan.Abstract
This article examines English language teachers’ readiness to use artificial intelligence (AI) tools in response to the rapid integration of AI technologies into foreign language education, with particular emphasis on the relationship between such readiness and teachers’ level of technological literacy. The study is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and employs a descriptive-correlational, explanatory sequential mixed-methods research design. The research is intended to investigate the level of AI readiness, technological literacy, and the factors influencing AI adoption among English language teachers working in schools and higher education institutions in Uzbekistan through questionnaire surveys and semi-structured interviews. The expected findings suggest that technological literacy is one of the primary determinants of teachers’ readiness to integrate AI tools into their pedagogical practice, while pedagogical knowledge, institutional support, and ethical awareness serve as significant moderating factors influencing the effective implementation of AI in educational settings. The findings are expected to contribute to the development of evidence-based recommendations for promoting the effective integration of AI technologies into foreign language teaching and enhancing teachers’ digital competencies.
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