#184: Superpowers and Fears: International School Teachers' Beliefs about AI in Multilingual Classrooms

This study examines international school teachers’ beliefs about AI in multilingual classrooms through qualitative analysis of 103 survey responses. Teachers primarily desired AI’s pedagogical support, especially for curriculum and instruction and language support. However, they raised concerns about misinformation, limited cultural understanding, and student overreliance on AI. The findings highlight a tension between AI’s benefits and risks, emphasizing the need for ethical implementation, safeguards, and teacher training to support equitable, linguistically responsive AI-integrated learning environments.