Shaping AI policy and practice in English language teaching: pioneering stories from classrooms around the world

How are early adopters using GenAI to teach English, and what can we learn from this? Our new paper provides in-depth insights from teachers in 13 countries who have been pioneering the use of GenAI in the classroom. The paper also includes a short teacher quiz to help you reflect on your current practice and recommends practical next steps.

A teacher assists a student in using a tablet, fostering a collaborative learning environment.

Read insights on:

Technological proficiency: how teachers are experimenting with technology and stepping outside their comfort zones.
The essential role of pedagogy and teachers: teachers see AI as a tool for enhancement, not replacement.
Risks, ethics, and wellbeing: teachers are taking a responsible approach to AI and are mindful of student overreliance.
Professional integration: teachers around the world are using AI to meaningfully save time and ease administrative burden.
Guidance for policy: evidence from teachers suggests that responsible integration will require policy that enables innovation while protecting equity, quality, teacher agency, and learner development.

“GenAI can add true value to the classroom when introduced responsibly and in line with policies shaped by lived experience. By asking early adopters how they’re using GenAI, we can help inform effective decision making.”

Dr Evelina Galaczi, Director of Research, Cambridge University Press & Assessment

“The teachers in our study offered a glimpse into the future of English language teaching, and highlighted that AI tools of any kind can only support learning when teachers are at the heart of their development and implementation.”

Andrea Vinkler, Insight Application Lead, Cambridge University Press & Assessment

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