Teachers’ Use of Generative AI in Jordanian Universities: Practices and Perceptions

The rise of Generative AI tools such as ChatGPT and ChatPDF offers transformative possibilities in English as a Foreign Language (EFL) education. This study investigates how EFL instructors in Jordanian universities perceive and use AI tools to develop reading and writing materials. Using a mixed-methods approach, data were collected from 87 instructors via surveys and 15 via semi-structured interviews. Results show that while instructors recognize the benefits of AI in enhancing material quality, saving preparation time, and improving student engagement, they also express concerns regarding student overreliance, ethical implications, and challenges of integrating AI into traditional curricula. The findings suggest a critical need for targeted professional development to enhance AI literacy among instructors. Importantly, this study addresses a regional gap by offering empirical insights into AI adoption in Jordanian higher education. It contributes to the global and Middle Eastern understanding of opportunities and challenges in promoting responsible and effective AI integration in EFL teaching.