ENHANCING PROFESSIONAL COMPETENCE THROUGH AI LITERACY:

Abstract

The artificial intelligence (AI) rapid proliferation has affected the realm of education ushering in radical transformations and reshaping instructional demands. In a multilingual setting, AI literacy has emerged as an essential competency. It enables teachers to effectively utilize technological resources and enhance their professional skills as it supports innovative teaching practices, personalized learning, and improved classroom engagement. Yet, many teachers often fail to interact meaningfully outside the boundaries of their conventional methods and encounter difficulties in applying AI tools. This empirical study aims to investigate university teachers' attitudes towards the effectiveness of AI literacy on the enhancement of their teaching skills and professional growth. A mixed-methods employed a sequential exploratory design was adopted. Quantitative data were collected through a questionnaire administered to 50 EFL teachers from the Department of English at the University of Jijel. To gain deeper insights into participants' perceptions and experiences, qualitative data were gathered through semi-structured interviews. The quantitative data were analyzed using descriptive statistics, while the qualitative data were examined through thematic analysis. The findings reveal that teachers generally held positive attitudes towards AI literacy and recognize its potential to improve instructional planning, classroom management, assessment practices, and professional decision-making. Classrooms led by AI trained teachers were perceived as inclusive, culturally sensitive, and reveal students' engagement. This study addressed the human element by showing how AI literacy is perceived as central for students' engagement and teachers' agency. It contributes to pedagogy by providing insights about the challenges encountered and the importance of innovative pedagogical practices for classroom interaction and teacher professional development programs. It informs policy- makers how teachers' training in AI can bring technical skills and empowerment when appropriately applied in multicultural contexts.