Integrating Artificial Intelligence as a Learning Tool at the Tertiary Level: Bangladeshi English Teachers’ Perceptions

Huda, Mohammed Emdadul; Khanum, Farjana

doi:10.22034/ijpie.2025.537575.1122

Integrating Artificial Intelligence as a Learning Tool at the Tertiary Level: Bangladeshi English Teachers’ Perceptions

Document Type : Original Article

Authors

Mohammed Emdadul Huda ¹

Farjana Khanum ²

¹ Department of English Language and Literature, Jatiya Kabi Kazi Nazrul Islam University, Trishal, Mymensingh, Bangladesh

² English Language and Literature, Jatiya Kabi Kazi Nazrul Islam University, Trishal, Mymensingh, Bangladesh

10.22034/ijpie.2025.537575.1122

Abstract

This study investigates tertiary-level English teachers' perceptions of Artificial Intelligence (AI) as a learning tool in public universities in Bangladesh. It focuses on both its potential benefits and associated challenges. Utilising a mixed-methods (qualitative and quantitative) approach, data were collected through an online survey involving 30 English teachers selected randomly through convenient sampling from 17 public universities. The findings reveal that while AI is acknowledged for its support in enhancing writing, grammar, and language skill development, significant concerns remain about its implications for academic integrity, student creativity, and over-reliance on AI tools. In the context of Bangladesh, teachers also reported infrastructural limitations, lack of formal training, and ethical challenges as major barriers to effective AI integration in language teaching. Despite students' positive attitudes toward AI tools, university teachers stressed the necessity of combining AI with human interaction, critical thinking, and originality. However, the study sample size is small, which could limit the results in broader generalization and it does not investigate students’ perceptions. The study recommends comprehensive teacher training, ethical guidelines, digital literacy programs, and policy interventions to ensure responsible, equitable, and pedagogically sound use of AI in English language and literature classrooms.

Keywords

ACADEMIC INTEGRITY

DIGITAL LITERACY

TERTIARY EDUCATION

EFL CONTEXTS

AI INTEGRATION BARRIERS

Subjects

Teaching Methodology

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