Role of Artificial Intelligence in Transforming Faculty Members Practices and Engagement in ELT

Abstract

This study highlighted a paradigm shift in English Language Teaching (ELT) in Sudan, with 47% of teachers viewing Artificial Intelligence (AI) as a transformative pedagogical tool. AI was reported to reduce administrative tasks (65%), enhance instructional design, and reshape assessment. 60% noted a shift from content delivery to fostering learner autonomy, which required pedagogical and technological adaptation. Learners benefited from individualized feedback and dynamic learning paths. However, 55% cited hardware and internet issues, while 40% raised concerns about data privacy and bias. The findings urged policymakers to prioritize ethical, inclusive frameworks over unchecked innovation in AI-driven education. Importantly, the investigation was conducted among faculty members at Sudanese universities, underscoring the perspectives of higher education practitioners who were directly engaged in shaping language pedagogy and policy within the Sudanese academic context.