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<p>The integration of artificial intelligence (AI) in language education necessitates new forms of digital leadership, yet research on how language teachers develop e-leadership competencies remains limited, particularly in non-Western contexts. This study investigates how Vietnamese EFL teachers develop and exercise e-leadership competencies in implementing AI tools. Using an exploratory sequential mixed-methods design, the study combined in-depth interviews with 17 EFL teachers and a survey of 211 teachers across Vietnamese universities. The research framework integrated e-Leadership Theory and the Technology Acceptance Model. Key findings reveal that successful e-leadership requires a balance of technical proficiency (β = 0.31, <i>p</i> &lt; 0.001) and cultural sensitivity (β = 0.28, <i>p</i> &lt; 0.001). Three primary dimensions of e-leadership competencies emerged: technological proficiency with guidance capability, pedagogical innovation in AI integration, and culturally responsive change management. The research also highlights critical ethical considerations in AI implementation, particularly regarding assessment transparency and decision-making processes. These findings inform the development of culturally sensitive professional development programs and provide a framework for understanding e-leadership development in non-Western educational settings.</p>

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E-leadership in the AI era: Exploring Vietnamese EFL teachers' digital leadership development in AI integration

  • 期刊论文

  • 发表日期：

    2025年3月4日

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  • Nguyen Huu Hoang

摘要

The integration of artificial intelligence (AI) in language education necessitates new forms of digital leadership, yet research on how language teachers develop e-leadership competencies remains limited, particularly in non-Western contexts. This study investigates how Vietnamese EFL teachers develop and exercise e-leadership competencies in implementing AI tools. Using an exploratory sequential mixed-methods design, the study combined in-depth interviews with 17 EFL teachers and a survey of 211 teachers across Vietnamese universities. The research framework integrated e-Leadership Theory and the Technology Acceptance Model. Key findings reveal that successful e-leadership requires a balance of technical proficiency (β = 0.31, p < 0.001) and cultural sensitivity (β = 0.28, p < 0.001). Three primary dimensions of e-leadership competencies emerged: technological proficiency with guidance capability, pedagogical innovation in AI integration, and culturally responsive change management. The research also highlights critical ethical considerations in AI implementation, particularly regarding assessment transparency and decision-making processes. These findings inform the development of culturally sensitive professional development programs and provide a framework for understanding e-leadership development in non-Western educational settings.