This study aims to examine the readiness of English teachers at universities in Macao during the era of AI by assessing their current levels of acceptance, competence in AI technology and ability to integrate AI into English Language Teaching (ELT).
Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a mixed-methods approach. Quantitative data were collected via questionnaires to assess teachers’ perceptions of AI, their perceived knowledge of AI integration and their behavioral intention to use AI, while qualitative data were gathered through interviews to enrich the insights. English teachers from different public and private universities in Macao were invited to participate in the study.
Findings indicate that, while university English teachers in Macao generally support the future use of AI in teaching, they are currently unprepared to effectively address the opportunities and challenges posed by AI.
The topic has received limited attention in the context of higher education in Macao. This research fills a gap in the literature by addressing the specific needs and preparedness of university-level English teachers in Macao, offering practical recommendations to support their professional development in an AI-driven educational landscape.
