Moral Teacher Agency in AI Integration: An Interpretative Phenomenological Study of Writing Instruction by Indonesian English as a Foreign Language (EFL) Lecturers
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Abstract
As Artificial Intelligence (AI) technologies such as ChatGPT and Grammarly become increasingly embedded in educational contexts, lecturers face ethical challenges related to academic integrity, digital equity, and responsible use. Drawing on Molla and Nolan’s framework of moral teacher agency, this study aims to explore how Indonesian lecturers make ethically grounded instructional choices in a rapidly evolving technological landscape. Using an Interpretative Phenomenological Analysis (IPA) approach, data were collected through semi-structured interviews and a focus group discussion with four Indonesian English as a Foreign Language (EFL) lecturers experienced in integrating AI tools into their writing pedagogy. The findings reveal that participants exercised moral agency by evaluating AI tools, engaging in continuous professional learning, promoting digital responsibility, and mentoring students in ethical AI use. Reported benefits included heightened ethical awareness, strengthened pedagogical confidence, and enhanced student-centered instruction. However, several key challenges were identified, including the lack of institutional policies, ethical ambiguity, unequal technological accessibility, and limited AI-based training. This study positions lecturers not merely as technology adopters but also as ethical decision-makers who may need to respond to constrained systems. It calls for institutional support through clear ethical policies and targeted AI-focused professional development to ensure values-driven AI adoption in education. The findings underscore the pivotal role of teacher agency in shaping the ethical future of AI-enhanced learning.
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References
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