Zuliati Rohmah, A Nahda La Roiba
This study investigated improvements in 40 Indonesian English teachers’ knowledge, attitudes, and practices (KAP) following an artificial intelligence (AI) training for instructional material development. Addressing the lack of AI-focused professional development in EFL contexts, particularly in developing regions, the study employed an explanatory sequential mixed-method design. Data were collected via Likert-scale questionnaires and focus group discussions measuring changes in participants’ knowledge, attitudes, and practices before and after the targeted training. Results indicated a statistically significant improvement across all three KAP domains. Qualitative data confirmed enhanced creativity and efficiency in material creation, while also revealing ongoing challenges. This study offers empirical evidence supporting AI integration in teacher education and provides actionable guidance for policymakers and future ongoing research. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Language Education, Faculty of Cultural Studies, Universitas Brawijaya, Malang, Indonesia; School of Computing, Faculty of Engineering, Universiti Utara Malaysia, Skudai Johor, Malaysia
