This study investigates the role of inquisitive teacher agency in the integration of AI tools in EFL writing instruction. By focusing on twelve Indonesian EFL teachers, the research explores how teachers proactively seek out, adapt, and refine AI technologies to enhance their pedagogical practices. Using qualitative methods, the study identifies five key thematic categories: resource exploration and adaptation, innovation and technology integration, professional development and collaboration, evaluation and critical thinking, and continuous improvement and student engagement. Findings highlight that teachers’ proactive engagement and reflective practices are crucial for effectively leveraging AI tools, fostering dynamic and interactive learning environments that cater to diverse student needs. This study provides insights into the critical role of teacher-driven innovation in AI-enhanced education, offering implications for policy, practice, and future research in the field.