Abstract:

This study presents findings from a pilot initiative designed to empower K–12 world language teachers to explore and integrate Artificial Intelligence (AI) tools in their classroom practice. Conducted in collaboration with the Lafayette School Corporation (Indiana, USA), the project engaged five world language teachers who completed pre- and post-surveys surrounding an AI-focused professional development workshop, followed by two in-depth interviews after classroom implementation. Results indicate that teachers demonstrated strong curiosity and growing confidence in experimenting with AI once they received structured guidance and contextualized support. However, teachers also identified significant barriers to adoption, including limited access to training opportunities, uncertainty about evaluating AI-generated content, and the financial costs associated with advanced AI tools. Concerns about data accuracy, time investment, and equitable student access further underscored the need for institutional and policy-level support. The study highlights the importance of small-scale, sustained professional learning experiences that foster both technical fluency and pedagogical creativity. Implications are offered for integrating AI literacy, cost-effective tool selection, and instructional design training into future teacher professional development models in world language education.

Keywords:

Artificial Intelligence, World Language Teaching, Professional Development, K–12 Education, Educational Innovation.