Harnessing AI for EFL Educational Advancement: A Reflection on Policy, Practice, and Pedagogy within the Ministry of Education in the UAE

Authors

  • Reem Abdalla Yousif Alhajji

    Department of Foreign Languages, University of Sharjah, Sharjah 27272, United Arab Emirates
  • Afra Ghareeb Almansoori

    Department of Education, Higher Colleges of Technology, Abu Dhabi 41009, United Arab Emirates
  • Aisha Alyammahi

    Alef Education, The University of Abu Dhabi, Abu Dhabi 20207, United Arab Emirates

DOI:

https://doi.org/10.30564/fls.v7i3.8492
Received: 20 January 2025 | Revised: 18 February 2025 | Accepted: 26 February 2025 | Published Online: 1 March 2025

Abstract

This research examines the integration of Artificial Intelligence (AI) within the English as a Foreign Language (EFL) educational sector in the United Arab Emirates (UAE), focusing on policy implementation, pedagogical implications, and practical applications. As AI rapidly transforms educational methodologies through personalized learning experiences and increased accessibility, this study investigates its long-term impact on education equity, the evolving roles of educators, and curriculum alignment with the demands of future job markets. The data collection method involved semi-structured interviews with 67 employees from the Ministry of Education, conducted in collaboration with Alef Education. The participants, all of whom are educators, include school principals and other key stakeholders. This qualitative research approach provided valuable insights into the real-world application of AI in EFL education, highlighting both opportunities and challenges. Findings suggest that AI holds significant potential to enhance learning outcomes, bridge educational gaps, and support diverse student needs. However, challenges remain, including ethical concerns, teacher preparedness, and the necessity for clear policy frameworks to regulate AI integration. The study emphasizes the importance of balancing AI-driven advancements with responsible and ethical implementation. It concludes with policy recommendations aimed at optimizing AI’s role in education while ensuring inclusivity, equity, and sustainability. These insights contribute to a broader discussion on the future of AI in EFL education and its implications for shaping educational strategies that meet the needs of an evolving society.

Keywords:

Artificial Intelligence (AI); EFL Education; UAE Education Policy; Pedagogy; Personalized Learning; Education Equity; Curriculum Alignment; Ethical AI Implementation

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Yousif Alhajji, R. A., Almansoori, A. G., & Alyammahi, A. (2025). Harnessing AI for EFL Educational Advancement: A Reflection on Policy, Practice, and Pedagogy within the Ministry of Education in the UAE. Forum for Linguistic Studies, 7(3), 231–251. https://doi.org/10.30564/fls.v7i3.8492

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