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This research examines the potential of Artificial Intelligence (AI) to transform language education in post-secondary education. This study focused on personalized learning, virtual tutoring, and personalized education, curriculum design, and student engagement. This study utilized a mixed-methods approach based on the Active and Transformative Learning (ATL) framework (Lytras, 2023). The data included a systematic literature review (2019–2024) and survey data from 80 participants (44 educators and 36 students) in language and education faculties. The ATL framework was used to make sense of how AI tools facilitated reflective, participatory, and learner-centered practices. The results showed that perceived AI use suggested stronger benefits with respect to pedagogical efficiency and personalized instruction, while there were still ethical issues surrounding data privacy, algorithmic bias, and academic integrity. The study recommended the use of institutional protections, transparent governance of AI use, and discipline-appropriate professional development to ensure ethical and effective implementation. While linking AI adoption to human mentorship, pedagogical intent, and planning, this study provided a meaningful conversation about the dynamic nature of AI in language education.
Norah Almusharraf (Mon,) studied this question.