Artificial Intelligence Use, Pedagogical Shifts, Benefits, and Challenges in ELT across Georgian Higher Education
DOI:
https://doi.org/10.63410/jds2025/06Keywords:
Artificial Intelligence in Education, English Language Teaching (ELT), Higher Education, Pedagogical Innovation, Educational TechnologyAbstract
The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has motivated transformative shifts in pedagogical paradigms globally, including in the context of Georgian higher education. This study explores the integration of artificial intelligence (AI) tools into English Language Teaching (ELT) across higher education institutions in Georgia, focusing on pedagogical shifts, perceived benefits, and challenges in implementation. The study specifically examines instructors teaching General English, providing insights into classroom practices, lesson planning, and student engagement.
Applying a quantitative descriptive research design with exploratory elements, data were collected via a structured online survey completed by 105 English language instructors from multiple higher education institutions (nine HEIs) in Georgia. The findings reveal that AI integration is already widespread, with tools such as ChatGPT, Quizlet, and Quizizz commonly employed for lesson planning, gamified instruction, and enhancing student engagement. Enhanced vocabulary learning, improved writing support, and
increased student engagement are the most frequently reported benefits. However, several challenges persist, notably insufficient teacher training (53.3%), limited access to infrastructure (28.6%), concerns over AI reliability, and difficulty adapting AI-generated content to curricular goals. Despite the fact that over half of the instructors reported using AI to design more interactive lessons, a significant number still demonstrated limited strategic alignment between pedagogy and AI application. This study contributes to the growing body of research on AI in ELT by providing insights specific to the Georgian higher education context, including
local challenges, infrastructure limitations, and instructor practices. It also highlights the urgent need for targeted professional development and in stitutional support to fully harness AI’s pedagogical potential.
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Copyright (c) 2026 Shorena Gogiashvili, Salome Gogberashvili, Nino Latsabidze
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