EXPLORING ENGLISH INSTRUCTORS’ PERCEPTIONS TOWARDS THE USE OF GENERATIVE AI FOR DESIGNING LESSON PLANS IN AN ISLAMIC HIGHER EDUCATION CONTEXT
DOI:
https://doi.org/10.24252/elite.v13i1.65962Keywords:
Lesson Plan, Islamic Higher Education, English Instructors, Generative AIAbstract
This study explores English instructors' perceptions of using generative Artificial Intelligence (AI) in designing lesson plans within Islamic higher education, focusing on pedagogical benefits, challenges, and ethical implications. Employing a qualitative descriptive design, data were collected through semi‑structured interviews with three English instructors at UIN Antasari Banjarmasin who had experience using AI tools such as ChatGPT, Gemini, and Meta AI. The data were analyzed using thematic analysis. The findings reveal that instructors hold positive yet cautious attitudes toward generative AI, perceiving it as a supportive tool that enhances efficiency, creativity, and instructional organization in lesson planning. However, instructors emphasize that AI cannot replace teachers’ professional judgment, reflective thinking, and contextual understanding. Ethical concerns related to originality, overreliance, and alignment with Islamic moral values emerged as central considerations guiding AI use. The study highlights a human‑centered and ethically grounded approach where generative AI functions as a complementary resource under teachers’ critical supervision, with specific relevance to English Language Teaching (ELT) practices such as supporting speaking and writing skills and aligning with Communicative Language Teaching (CLT) and Task‑Based Language Teaching (TBLT) frameworks. Overall, when guided by ethical awareness and pedagogical wisdom, generative AI enhances rather than diminishes the human essence of teaching and learningDownloads
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