This analysis highlights gaps in theory and assessment for teacher AI literacy in language education, suggesting new frameworks.
This article critically examines global research on teacher AI literacy, highlighting significant gaps in theory, assessment, and pedagogical integration. Focusing on language education, particularly Chinese as a Foreign Language, it argues for a shift beyond technical skills toward context-aware, ethically grounded, and pedagogically meaningful frameworks that enable a profound educational transformation.
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Wang et al. (2025) studied this question.
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