AI in Iranian higher education: A mixed-methods study of ethical tensions and L2 learning challenges

Abstract

This mixed-methods study examines how artificial intelligence (AI) technologies are reshaping English as a Foreign Language (EFL) learning and teaching within Iranian higher education. Drawing on survey data from 46 students and semi-structured interviews with six EFL instructors and six students, the study explores (1) the extent of students’ AI use, (2) their motivations for using AI, (3) instructors’ attitudes toward AI integration, and (4) perceived risks related to ethics, equity, privacy, and academic integrity. Descriptive findings indicate that more than 85% of students regularly use AI tools (most commonly ChatGPT, Bard, Quillbot, and Grammarly) for idea generation, language refinement, task structuring, and grade maximisation. Interview data demonstrated a clear “assisted learning” orientation among students but also highlighted ethically problematic practices involving plagiarism, overreliance, and strategic paraphrasing to avoid detection. Instructors expressed marked scepticism, with the majority viewing AI as a catalyst for academic dishonesty and a threat to creativity, deep learning, and assessment validity. Despite recognising AI’s potential benefits, both students and instructors voiced substantive concerns regarding data privacy, job displacement, inequity, and algorithmic bias. Collectively, the findings reveal a complex landscape in which AI is simultaneously valued, distrusted, and inadequately regulated. The study concludes by outlining implications for ethical governance, AI literacy integration, and the development of context-sensitive EFL pedagogies in Iranian universities.

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