As AI tools like ChatGPT continue to find their way into classrooms, it is becoming increasingly important to understand how new teachers are using them. This study adopts a phenomenological approach to explore the real-life experiences of ten participants who were selected using purposive sampling, and data were collected through interviews and narrative inquiry. The research is grounded in data collected through interviews and narrative inquiry. These insights are analyzed through the lens of Critical Digital Literacy (CDL), which emphasizes the need for critical reflection, ethical awareness, and the growth of teacher agency. Data from ten Iranian novice language teachers were analyzed using reflexive thematic analysis to explore these experiences. Thematic analysis uncovered four interconnected themes: Human-centered teaching vs. machine-centered learning, professional growth and autonomy through reflective AI engagement, ethical considerations and cultural sensitivity, and technology as a tool vs. a crutch. The findings show that the participants did not see ChatGPT as just a passive tool; rather, they regarded it as a resource that needed thoughtful evaluation. They actively modified and tailored the content ChatGPT produced to meet their teaching needs. Their interaction with AI was marked by both excitement and caution, highlighting the significance of reflective practice in fostering ethically sound and context-aware teaching methods. This study adds to the existing literature by demonstrating how CDL can empower novice teachers to responsibly integrate AI tools while preserving their pedagogical voice in the ever-evolving digital landscape.
Javahery et al. (2025) studied this question.