The Impact of Artificial Intelligence Literacy on the Expected Outcome of AI Tool’s Integration into Higher Education Institutions: A Systematic Review of EFL Departments
DOI:
https://doi.org/10.54536/ajet.v4i2.3977Keywords:
Artificial Intelligence (AI), AI Literacy, AI Integration, EFL departments, Higher EducationAbstract
This study explores the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) departments, focusing on the relationship between AI literacy and educational outcomes for both educators and students. Using the PRISMA guidelines for the review of current literature, the study included 12 studies on the AI Literacy and its impact on higher education, the research identified key themes, including the impact of AI tools on language learning, the level of AI literacy among EFL educators and students, and the broader implications of AI on teaching methodologies. AI-powered tools, such as intelligent tutoring systems and automated language assessments, offer personalized learning experiences and adaptive feedback, which enhance student engagement and learning efficiency. However, the effectiveness of these tools is closely tied to the AI literacy levels of both teachers and learners. The study finds that educators with higher AI literacy are more adept at integrating AI technologies into their instructional practices, fostering dynamic and blended learning environments. Meanwhile, students with greater AI literacy can utilize these tools to take a more active and autonomous role in their language learning process. Despite these benefits, challenges such as resistance from educators, ethical concerns, and uneven AI literacy levels pose significant barriers to effective AI integration. The findings underscore the need for structured AI literacy programs to maximize the potential of AI technologies in EFL education while maintaining the essential role of human educators.
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Copyright (c) 2025 Marrium Asif, Asif Iqbal, Ibtasam Ahmed Siddiqui, Nisha Rose, Syed Manzar Ali Shah
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