EXPLORING INSTRUCTORS’ PERCEPTIONS, CHALLENGES, AND SOLUTIONS IN USING AI-GENERATED MATERIALS FOR ESP COURSE

The use of artificial intelligence (AI)-generated materials has increasingly influenced English for Specific Purposes (ESP) instruction in higher education. This study explores ESP instructors’ perceptions, challenges, and solutions regarding the integration of AI-generated materials in university-level teaching. Employing a qualitative approach, data were collected through questionnaires, classroom observations, and semi-structured interviews involving ESP instructors from various disciplinary fields. The findings indicate predominantly positive perceptions toward AI integration, with a large proportion of instructors agreeing and nearly half strongly agreeing that AI enhances teaching quality and instructional clarity. Additionally, the majority of participants rejected the notion that AI reduces instructor creativity. Despite these benefits, several challenges were identified, including concerns related to content depth, contextual accuracy, plagiarism risks, and technical constraints in tool accessibility. To address these challenges, ESP instructors actively refined AI-generated outputs through prompt modification, content verification, contextual adaptation, and the integration of their pedagogical expertise. The study concludes that AI-generated materials function as effective pedagogical support in ESP instruction; however, continuous instructor mediation and institutional support are essential to ensure ethical, accurate, and contextually appropriate implementation.