integrating artificial intelligence as a learning tool at the tertiary level: bangladeshi english teachers’ perceptions

Addressing the irrevocable significance of the artificial intelligence (ai) in education, this study investigates tertiary-level english educators' perceptions of ai as an instructional resource in public universities in bangladesh. it examines both its prospective advantages and the challenges that accompany it. using a mixed-methods approach (qualitative and quantitative), data were gathered via an online survey of 30 english teachers randomly chosen from 17 public universities through convenient sampling. the results indicate that ai is recognized for its potential to assist with writing, grammar, and language skill development. however, significant concerns remain regarding its impact on academic integrity, student creativity, and the risk of excessive reliance on ai tools. teachers in bangladesh also said that poor infrastructure, a lack of formal training, and ethical issues were major obstacles to using ai effectively in language teaching. even though students welcome ai tools, university teachers stressed the importance of combining ai with human interaction, critical thinking, and originality. narrow sample size of the study may limit the applicability of the findings and fails to consider students' perceptions. the study suggests extensive teacher training, ethical frameworks, digital literacy initiatives, and policy measures to guarantee responsible, equitable, and pedagogically sound implementation of ai in english language and literature classrooms.