Rethinking Learning in the Age of AI: Opportunities, Challenges, and Pathways for Responsible Integration
Kata Kunci:
artificial intelligence, English language education, responsible AI integration, lecturer and student perceptionsAbstrak
Artificial intelligence is increasingly influencing English language education by expanding access to feedback, learning resources, and instructional support while raising concerns about accuracy, dependency, academic integrity, privacy, bias, and unequal access. This study examined lecturers’ and students’ perceptions of the opportunities, challenges, and pathways for responsible AI integration in the English Education Study Program at UIN Palopo. A quantitative cross-sectional survey was conducted during the second semester of the 2025/2026 academic year. Participants comprised 10 English Education lecturers and 30 students selected through purposive sampling based on their experience with AI-supported teaching or learning. Data were collected using two parallel questionnaires containing 30 five-point Likert-scale items organized into three dimensions: opportunities, challenges, and responsible integration. Descriptive analysis included frequencies, percentages, and mean scores. Lecturers reported very high overall perceptions of AI integration (M = 4.34), with responsible integration receiving the highest score (M = 4.61), followed by opportunities (M = 4.24) and challenges (M = 4.18). Students reported high overall perceptions (M = 4.18), similarly ranking responsible integration first (M = 4.46), opportunities second (M = 4.17), and challenges third (M = 3.90). Lecturers recorded slightly higher means across all dimensions, although the descriptive differences were small. The findings indicate that both groups support AI adoption when it is accompanied by institutional policies, AI-literacy training, source verification, ethical accountability, lecturer supervision, and assessment redesign. AI should therefore supplement, rather than replace, independent learning and professional judgment. Larger studies are recommended to test group differences and examine actual learning outcomes.
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