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
Abstract
Introduction: Artificial Intelligence (AI) is increasingly assuming the role of a second-language teacher, raising institutional concerns. However, mostly teachers do not perceive AI as capable of replacing them. Although this perception may carry negative consequences, the literature has not yet explored this issue. This study aims to examine English teachers’ perceptions of AI replacing them through the lens of Protection Motivation Theory (PMT). Methods: Twenty-seven English language teachers from Lima, Peru were interviewed using a semi-structured interview protocol. PMT served as the guiding theoretical framework for the thematic analysis. Results: Threat and coping appraisals were examined across participants. Threat appraisal revealed clearly differentiated positions: a majority who perceived AI as unlikely to affect demand for English teachers, and a minority who viewed AI as a present or future threat. An inductively derived finding identified a profile of teachers perceived as more susceptible to AI-driven replacement. Coping appraisal encompassed four adaptive strategies: integrating AI into teaching practice, AI training, establishing close student relationships, and adapting classes didactically. Discussion/Conclusion: Findings reveal three principal patterns emerged: (1) a polarization in threat appraisal explained by differential information exposure and cognitive engagement; (2) an inductively derived vulnerable teacher profile that reframes PMT’s perceived vulnerability as peer-attributed rather than self-referential; and (3) a correspondence between threat appraisal beliefs and coping strategies. In this sense, adaptive coping strategies were planned primarily by those who perceived a threat. These results provide empirical grounding for extending PMT’s applicability. Educational institutions and teachers are advised to stay informed about AI, develop digital and pedagogical competencies, and strengthen their self-efficacy to foster…
