Language teachers' decisions about integrating GenAI tools are shaped by a complex interplay of competence, emotions, contextual constraints, and professional identity—not simply by perceived usefulness—highlighting the need for supportive professional development that enhances teacher agency.
Objective: This systematic review examined factors influencing language teachers' practical-evaluative judgements and decision-making about GenAI tool integration, and explored how professional development programs can enhance this competence through the lens of teacher agency.
Methods: Following PRISMA protocol, 14 empirical studies (2017-2025) were systematically reviewed from Scopus, Web of Science, and ERIC databases. Studies were analyzed using reflexive thematic analysis with both deductive and inductive coding approaches. The review adopted Priestley et al.'s (2015) ecological teacher agency model as a conceptual lens, examining iterational (past experiences), projective (future goals), and practical-evaluative (present judgements) dimensions.
Key Findings:
- Competence factors: Teachers' TPACK and GenAI competence significantly influence judgements, though competence alone is insufficient for integration
- Perceptual factors: Attitudes, self-efficacy beliefs, and teacher identity shape decisions, though relationships are complex and non-linear contrary to quantitative technology acceptance models
- Contextual barriers: Digital inequity, lack of institutional policies, and cultural misalignment constrain agency achievement
- Emotional tensions: Pedagogical, ethical, and assessment-related concerns create dilemmas affecting decision-making, with teachers oscillating between resistance and adaptation
- Professional development: Communities of practice and task-based GenAI-integrated training effectively enhance teacher agency and competence
Implications: The findings challenge linear technology acceptance models, revealing that teacher agency in GenAI contexts is ecologically situated. Teacher education programs must provide scaffolded professional development combining collaborative reflection communities with progressive GenAI-integrated tasks. Institutional policies should support informed professional judgements rather than mandate or restrict use. The study reconceptualizes teacher competence to include practical-evaluative judgement capabilities alongside technical skills.
Limitations: Limited to English-language peer-reviewed studies from 2017-2025, predominantly from Asia with minimal representation from other regions. Exclusion of literature reviews and theoretical papers may have omitted relevant conceptual insights. Cross-sectional nature of most studies limits understanding of longitudinal agency development. Rapidly evolving GenAI technologies mean findings require ongoing reexamination.
Future Directions: Research should employ mixed-methods and longitudinal designs examining actual in-situ practices beyond self-report data. Studies should explore the intersection of emotions, identity, and agency in GenAI contexts; investigate the "gap" between agentic judgements and actions; examine teacher agency in specific teaching/assessment domains; and utilize multimodal data including LLM interaction logs, observations, and think-aloud protocols. Cross-cultural studies from underrepresented regions are needed.
Title and Authors: "Factors influencing language teachers' judgements and decision-making about the use of generative AI tools: A systematic review" by Sima Eedelouei.
Published On: December 4, 2025 (online)
Published By: Teaching and Teacher Education, Volume 171 (2026)