Developing AI Awareness through Professional Development: A Qualitative Case Study of a Moroccan EFL Teacher

Abstract

The increasing integration of artificial intelligence (AI) into educational contexts has significantly transformed discussions surrounding teaching practices and teacher professional development. While existing research frequently focuses on technological implementation and institutional innovation, teachers’ lived experiences of engaging with AI remain underexplored, particularly within language education. This qualitative case study investigates one language teacher’s journey toward AI awareness and integration within professional development practices. Using purposeful sampling, the study focuses on a teacher who actively engages with AI-informed professional learning. Data were collected through semi-structured interviews and a reflective narrative, allowing for an in-depth exploration of the participant’s perceptions, experiences, and meaning-making processes related to AI. Thematic analysis revealed that the participant’s engagement with AI evolved from initial curiosity about technological functionality to a more reflective and pedagogically informed understanding of AI as a supportive professional resource. The findings further indicate that the participant viewed AI as a tool for enhancing creativity, lesson preparation, and pedagogical flexibility while simultaneously maintaining critical awareness regarding authenticity, ethical responsibility, and teacher autonomy. The study highlights the importance of positioning AI within reflective and human-centered approaches to teacher professional development rather than viewing it solely as a technical innovation. By foregrounding a teacher’s voice, this research contributes to current discussions on AI, teacher agency, and ethical professional learning in contemporary educational contexts.