Artificial Intelligence in Language Education: Transforming Pedagogy and Administration in Turkish Digital Humanities

Abstract

Purpose—This paper investigates the transformative potential of Artificial Intelligence (AI) in the context of Turkish Schools of Foreign Languages (SFLs). It explores how AI technologies are reshaping teaching, learning, and administration, emphasizing a balance between technological efficiency and humanistic educational values. Design/methodology/approach—Using a qualitative case study design, the research draws on interviews with educators, administrators, and policymakers, complemented by document analysis of institutional policies and national AI frameworks. The analysis was guided by the Technological Pedagogical Content Knowledge (TPACK) framework and Digital Humanities principles to ensure both pedagogical and ethical considerations. Findings—The study highlights that AI enhances adaptive learning, automates administrative processes, and supports personalized instruction. However, implementation remains uneven due to limited teacher training, infrastructural disparities, and ethical challenges related to data privacy and algorithmic bias. The study proposes a Humanistic AI Framework integrating pedagogical, administrative, and ethical dimensions to promote equitable and sustainable adoption. Practical implications—The framework offers a roadmap for Turkish institutions to implement AI strategically, focusing on teacher professional development, policy formulation, and equitable access. It also underlines the need for ethical safeguards to preserve human agency in education. Originality/value—By situating AI adoption within the Turkish higher education context, this study contributes original insights into the intersection of AI, pedagogy, and administration. It bridges the theoretical constructs of TPACK and Digital Humanities, proposing a culturally responsive model for AI integration in multilingual and multicultural academic settings.

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