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August 7, 2026Qualitative Research Journal

Exploring EFL teachers' AI literacy: a phenomenological study within the P-GenAI-C framework

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Authors

MTMasoud Taghipour

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Overview

Phenomenological study examines AI literacy and pedagogical challenges faced by Iranian EFL teachers, suggesting ethical considerations and curriculum gaps.

Key Points

  • This study aims to explore how experienced Iranian EFL teachers make sense of AI literacy without institutional guidance.
  • Phenomenological qualitative design employed through semi-structured interviews with 35 EFL teachers.
  • Interviews conducted in private language institutes in Tehran and Yasuj.
  • Hybrid framework-guided analysis used to identify themes from participants' accounts.
  • Teachers experienced AI with ambivalence, finding both efficiency and uncertainty regarding ethics and accuracy.
  • AI literacy was framed as a moral and pedagogical judgment rather than just technical skill.
  • Significant gaps were identified in the preparation of students, highlighting a need for better curricula and ethical guidance.

Cite This Study

Masoud Taghipour (2026) studied this question.

synapsesocial.com/papers/6a758bc2847ab6d26c01f337https://doi.org/10.1108/qrj-02-2026-0078
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