This chapter looks at the complex relationships between language, governance, and social justice in education when finding a pathway through the transformational impacts that artificial intelligence (AI) and digital tools are making on teaching and learning. It will consider the educational policies and their connections to the global societal aspirations of the dominant English language as a medium of instruction, including its extensive linguistic and cultural consequences, and the governance challenges it brings. This study will apply a mixed-methods approach by qualitatively reviewing literature and semi-structured interviews of educators, policy-makers, and students from Jordan for the quantitative part of the study, in addition to an analysis of AI-driven language learning applications such as Edraak and Little Thinking Minds. Findings will highlight how AI-powered tools have the potential to advance equity and inclusivity if systemic barriers are removed and collaborative stakeholder engagement is fostered. It can be concluded that the study advocates integrated reforms across curricula, instruction, assessment, and governance to establish a social justice educational landscape that leverages AI to address local and global challenges more effectively.