Bridging Criticality and Digital Literacy in the Age of AI: A Mixed-Method Comparative Study of Teachers’ and Learners’ Perceptions of Critical Digital Pedagogy in Iranian EFL Institutes

This mixed-methods study examined Iranian EFL teachers’ and learners’ perceptions of critical digital pedagogy within AI-enhanced learning environments across several private language institutes. Grounded in Freirean critical pedagogy and digital literacy frameworks (Tan et al., 2024; Morris & Stommel, 2018; Allen & Kendeou, 2024), the study explored how engagement with AI-assisted tools influences attitudes, pedagogical awareness, and agency in language learning. Participants included 15 teachers and 60 learners who completed pre- and post-intervention surveys and semi-structured interviews over six weeks. Quantitative findings indicated significant improvement in both groups’ digital literacy and pedagogical attitudes, with positive correlations between AI familiarity, self-efficacy, and critical engagement. Qualitative analysis of interview data revealed four emergent themes: 1) democratization of classroom dialogue through AI mediation, 2) redefined teacher identity and learner agency, 3) ethical and emotional ambivalence toward AI tools, and 4) the rise of reflective digital citizenship. Together, these findings suggest that AI-supported environments can foster the humanistic and emancipatory goals of critical pedagogy while reshaping traditional power dynamics in EFL instruction. The study underscores the need for teacher training programs that integrate AI literacy with critical pedagogical reflection to ensure equitable and transformative digital practices in education quality.