Purpose This study explores the pedagogical challenges foreign language lecturers face while building knowledge resilience in AI-mediated learning within higher education. It also identifies their response strategies and reflections on the evolving roles and authority in pedagogy. Design/methodology/approach This study adopts a qualitatively driven explanatory sequential mixed-methods design. Data were gathered through a survey of 326 foreign language lecturers at universities in Indonesia, along with selected in-depth interviews. Quantitative data were analyzed descriptively to identify the primary challenge domains, while open-ended responses and interviews were analyzed thematically. Findings The research findings highlighted six key challenges, with the most significant issues being assignment authenticity, assessment validity and difficulty identifying students' native language abilities. To tackle these challenges, lecturers implemented strategies focused on the learning process, used assessments based on real-life communication performance, encouraged the reflective use of AI and upheld ethical rules and values in its use. Furthermore, the lecturers' reflections indicated a shift in their roles, from mere sources of knowledge to facilitators of language acquisition, guardians of students' linguistic identities and guides in promoting values and ethics in learning. Practical implications These findings serve as a foundation for developing process-oriented, reflective, and value-based foreign language learning designs in higher education, ensuring the sustainability of meaningful learning in the era of AI. Originality/value This study presents a knowledge-resilience perspective as a conceptual framework for understanding foreign language lecturers' pedagogical responses to AI, particularly within higher education in Indonesia.
Yusri et al. (Tue,) studied this question.