Mind the Gap: A Comparative Study of Faculty and Student Readiness for AIIntegrated ELT in Azerbaijani Higher Education
Mind the Gap: A Comparative Study of Faculty and Student Readiness for AIIntegrated ELT in Azerbaijani Higher Education

Summary/Abstract: Background/purpose. Azerbaijani higher education is undergoing a rapid digital transformation in response to global advances in artificial intelligence (AI). Within this context, English language teaching (ELT) faces the challenge of integrating AI tools to enhance learning outcomes. However, little is known about how prepared educators and learners are for this shift. This study compares ELT faculty and student readiness for AI-integrated teaching and learning at a public Azerbaijani university, identifying gaps and capacity-building needs. Materials/methods. A convergent mixed-methods design was employed. Quantitatively, a survey measured technological and mindset readiness among 150 bachelor-level ELT students and 16 ELT faculty members. Qualitatively, two focus group interviews explored perceptions, perceived benefits, and concerns regarding AI in education. Results. Survey findings indicate that students reported higher technology familiarity and more positive attitudes toward AI compared to faculty, who demonstrated cautious optimism but lower selfassessed AI skills. Focus groups revealed that both groups recognised potential benefits, such as personalised learning support, while also expressing concerns about ethical use, data privacy, and insufficient training opportunities. Conclusion. A readiness gap exists: students appear more comfortable adopting AI, whereas faculty require targeted support to integrate AI pedagogically. To bridge this gap, institutions should prioritise professional development, establish clear guidelines, and implement supportive policies for AI adoption in ELT.

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