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

Introduction of AI in Teaching Roles: The study investigates English teachers’ perceptions regarding AI’s potential to replace human instruction, emphasizing that this concern has not been sufficiently explored in the literature.
Theoretical Framework: Protection Motivation Theory (PMT) guided the thematic analysis of interviews with 27 English language teachers from Lima, Peru.
Threat Appraisal Findings: Research shows divergent views among teachers: most see AI as unlikely to disrupt teaching demand, while a minority considers AI a present or future threat.
Coping Appraisal Strategies: Teachers identified four proactive strategies to cope with potential AI-driven changes:
1. Integrate AI tools into their teaching.
2. Engage in AI training.
3. Focus on building strong student relationships.
4. Adapt teaching methods pedagogically.
Principal Patterns Identified: Three principal patterns emerged from the data:
1. A polarization in threat perception influenced by varying exposure and cognitive engagement.
2. Identification of a “vulnerable teacher” profile based on observation rather than self-assessment.
3. A linkage between threat perception and selected coping strategies.
Recommendations: The study advises educational institutions and teachers to stay informed about AI advancements, improve digital competency and pedagogical skills, and strengthen self-efficacy to adapt to technological changes effectively.
Human Connection Emphasis: It highlights the importance of maintaining strong human relationships with students as a unique advantage humans provide that AI cannot replicate.