Artificial Intelligence has significantly reshaped foreign language pedagogy, encouraging rural EFL lecturers to move beyond traditional methods. This study aims to investigate the perspectives of rural EFL lecturers in Indonesia on integrating AI into their teaching practices. Using a qualitative design and case study approach, the study explores how rural lecturers perceive the role of AI in language teaching and integrate foreign language pedagogy for classroom dynamics and learning outcomes. The participants included four EFL lecturers from different institutions selected through a purposive sampling technique to ensure a variety of teaching contexts and exposure to AI tools. The data collection method included semi-structured interviews and observation focusing on AI integration and challenges. This study analyzed the data using thematic analysis to identify the key themes of rural EFL lecturers’ perspectives. The study revealed that AI offers significant benefits, including streamlining lesson preparation, facilitating interactive and personalized learning experiences, and fostering independent learning among students. However, infrastructural limitations such as unreliable internet connectivity and gaps in digital literacy hinder AI’s optimal implementation. The result shows that integrating AI into rural foreign language pedagogy has a significant role in enhancing teaching.
Dinata et al. (2025) studied this question.