Transforming language teacher education in the Global South

Assessing artificial intelligence readiness in CELTA programs

Authors

  • Abida Ayesha Prince Sattam Bin Abdulaziz University, Saudi Arabia https://orcid.org/0009-0000-2585-6380
  • Shazia Hamid University of South Carolina, USA
  • Zarrina Salieva Samarkand State Institute of Foreign Languages, Uzbekistan
  • Syed Naeem Ahmed Royal Commission Colleges & Institutes, Saudi Arabia

DOI:

https://doi.org/10.32674/jnytvp10

Keywords:

Artificial Intelligence, CELTA, AI Literacy, Ethical awareness, pedagogical adaptability, Global South teacher education , generative AI readiness

Abstract

Generative artificial intelligence is reshaping language education, yet teacher training in many Global South countries remains uneven, and evidence on CELTA teacher readiness remains limited. This study examined the readiness of CELTA-certified English language educators in Saudi Arabia, Turkey, Pakistan, and Uzbekistan to use generative AI via a convergent mixed-method design. Data were collected from 120 teachers through task-based performance assessments guided by the artificial intelligence assessment scale, semi-structured interviews, and digital teaching logs. The results show strong functional AI literacy and pedagogical adaptability, alongside weaker ethical awareness related to data privacy, algorithmic bias, and responsible use. Differences across countries were more strongly associated with institutional support, infrastructure, and policy alignment than with teaching experience. The findings support the embedding of AI literacy and ethics into CELTA-oriented preparation to promote equitable, context-responsive teacher education.

Author Biographies

  • Abida Ayesha, Prince Sattam Bin Abdulaziz University, Saudi Arabia

    Dr. Abida Ayesha is an Assistant Professor at Prince Sattam bin Abdulaziz University, Saudi Arabia. She holds a PhD in Applied Linguistics/TESOL from the University of Glasgow. Her research focuses on digital and blended learning, learner autonomy, AI integration in EFL, and multicultural approaches to academic research.

  • Shazia Hamid, University of South Carolina, USA

    PhD Candidate, Research Assistant

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Published

2026-03-07

Issue

Vol. 16 No. 6 (2026): Journal of International Students

Section

Immigration Policies, Student Security, and Emerging Issues

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Copyright (c) 2026 Abida Ayesha, Shazia Hamid, Zarrina Salieva, Syed Naeem Ahmed

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How to Cite

Ayesha, A., Hamid, S., Salieva, Z., & Ahmed, S. N. (2026). Transforming language teacher education in the Global South: Assessing artificial intelligence readiness in CELTA programs. Journal of International Students, 16(6), 155-176. https://doi.org/10.32674/jnytvp10