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Cited by 6Artificial Intelligence in EducationEFL/ESL Teaching and LearningArtificial Intelligence in Healthcare and Education

Global and Educational Disparities in AI Integration: A Study of L2 Teacher Training and Usage Patterns

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Davin, Kristin J., Kissau, Scott, Haudeck, Helga, Ade-Thurow, Benjamin, Gómez-Pereira, Diana, Oon, P.T., Dornburg, Alex·2026·System
DOI 10.1016/j.system.2025.103901
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Abstract

Generative Artificial Intelligence (GenAI) is reshaping education by introducing tools that enhance teaching methodologies, personalize learning, and streamline administrative tasks. However, adoption of these tools remains uneven, raising concerns about disparities in AI literacy and competency across geographic regions and educational contexts. Through the lens of Innovation Diffusion Theory, we investigated the adoption of GenAI tools among second language (L2) teachers in the United States, Colombia, Germany, and Macau. Using survey data, we assessed four areas: accessibility of GenAI tools, teacher knowledge of potential applications, integration in teaching practices, and the nature of professional development provided. Our results indicated substantial intra- and inter-context variance, with U.S. and Colombian educators reporting higher familiarity and usage compared to those from Germany and Macau. Additionally, university and high school teachers were more likely to access professional development and leverage GenAI for tasks like assessment and differentiation than elementary or middle school educators, regardless of geographic setting. These disparities align with broader trends in AI adoption, reflecting heterogeneity in cultural attitudes, systemic barriers, and institutional support. These findings contribute to Innovation Diffusion Theory by illustrating how accessibility, knowledge, and institutional support interact across diverse contexts. They offer practical guidance for policymakers and educational leaders to develop targeted interventions that promote equitable GenAI integration in language education worldwide. • We find an AI divide among L2 teachers associated with training and support gaps. • Disparities highlight emerging geographic divides in AI literacy and competency. • Government policies and institutional priorities influence GenAI adoption. • Targeted strategies are critical to mitigate gaps in adoption for L2 education.

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  • Future cohorts will increasingly enter higher education after years of exposure to generative AI tools across educational settings that differ substantially in instructional AI training and opportunities to develop AI literacy.

    “However, future cohorts will increasingly enter higher education after years of exposure to these tools across educational settings that differ substantially in instructional AI training and opportunities to develop AI literacy (Davin et al. 2026; Deng et al. 2026; Wang et al. 2026a).”

    From Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs) (2026) · cites this paper as Davin et al. 2026

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Authors
Davin, K. J., Kissau, S., Haudeck, H., Ade-Thurow, B., Gómez-Pereira, D., Oon, P. T., & Dornburg, A.
Affiliations
  • University of North Carolina at Charlotte (US)
  • Ludwigsburg University of Education (DE)
  • Universidad de La Sabana (CO)
  • University of Macau (MO)
Corresponding author
Davin, Kristin J.
ORCID
Venue
System
Publisher
Elsevier BV
Published
2026-01
Volume
136
Pages
103901
ISSN
0346-251X (ISSN-L)
DOI
10.1016/j.system.2025.103901
OpenAlex
W4415680825
Cited by
4
References
65
Citations by year
2026: 4
FWCI
4.19
Type
journal article
Language
en
Open access
Licence
Locations
  • System (publishedVersion, cc-by)
  • Intellectum (Universidad de La Sabana) (submittedVersion, other-oa)
Funders
  • UNC Charlotte
  • National Science Foundation (IOS2419128)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
Keywords
generative AI, second language teachers, AI literacy, teacher professional development, diffusion of innovation theory, language teaching, educational technology integration, institutional support, cross-national comparison

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