English language teachers’ job replacement: appraisals and coping strategies to face the AI apps threat

English language teachers’ job replacement: appraisals and coping strategies to face the AI apps threat

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1854751/full

Publish Date: 2026-06-08 04:27:00

Source Domain: www.frontiersin.org

• Study Objective:

  • To examine English teachers’ perceptions regarding the potential of artificial intelligence (AI) to replace them in teaching roles through the lens of Protection Motivation Theory (PMT).

• Participants and Methodology:

  • The study involved 27 English language teachers from Lima, Peru, who were interviewed using a semi-structured interview protocol.
  • PMT provided the theoretical framework for analyzing the interview data.

• Results: Threat and Coping Appraisals:

  • Threat appraisal showed polarized views: most teachers believed AI was unlikely to affect the demand for English teachers, while a minority saw AI as a current or future threat.
  • An emergent finding identified a profile of teachers more susceptible to AI replacement.
  • For coping appraisal, participants outlined four adaptive strategies: integrating AI into teaching, AI training, fostering close student relationships, and adapting classes didactically.

• Discussion/Conclusion:

  • Three main patterns emerged from the findings:
    1. A polarization in threat perception due to varying information exposure and cognitive engagement,
    2. Identifying a more vulnerable teacher profile influenced by peer perception rather than self-assessment,
    3. Adaptation strategies were primarily planned by those who perceived a threat from AI.
  • The study suggests extending PMT’s applicability to educational settings and emphasizes the importance of staying informed about AI, developing competencies, and maintaining strong human connections with students.

• Keywords:

  • artificial intelligence, higher education, job replacement, language teachers, Protection Motivation Theory

• Copyright and Permissions:

  • The article is open-access under the Creative Commons Attribution License (CC BY), allowing use and distribution under certain conditions as per academic practice.

• Disclaimer:

  • The claims made in the article are those of the authors and may not represent the views of their affiliated organizations or the publisher.