Embracing AI in Higher Education: Iranian Lecturers’ Attitudes toward AI Integration in Teaching English and Turkish as Foreign Languages

The profound technological revolution led by Artificial Intelligence (AI) is transforming language education and traditional teaching paradigms. This study explored Iranian university lecturers’ attitudes toward AI integration in teaching English and Turkish as foreign languages, addressing a critical gap in understanding culturally nuanced challenges and transformative benefits. Nineteen lecturers from Allameh Tabataba‘I University, Tehran, Iran, aged 32-50, holding Ph.D. degrees in Applied Linguistics, English Language and Literature, or Turkish Language and Literature participated in the study. Data were collected through semi-structured interviews and analyzed to reveal six major themes: attitudes toward AI integration; pedagogical innovation and teaching practices; organizational and infrastructural dynamics; ethical and professional considerations; vision for the future, innovation potential, and recommendations; and challenges and barriers in AI integration. The findings indicated a progression from initial skepticism to cautious optimism, as AI facilitates personalized feedback, real-time error correction, and adaptive lesson planning. Participants acknowledged time-saving advantages and improved instructional strategies; however, concerns emerged regarding ethical issues, the preservation of human interaction, technical issues, infrastructural inadequacies, and potential overreliance on automation. Pedagogical implications highlight the need for ongoing professional development, enhanced faculty support, and rigorous ethical protections.