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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal
Auliyanti Sahril Nurfadhilah
Universitas Negeri Makassar, Indonesia
Education Languange, Linguistic, Communication & Media

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The Augmented Educator: Decolonial Psychological Capital for EFL Teachers in the GenAI Era Sahril Nur; Auliyanti Sahril Nurfadhilah; Muhammad Safar Nur
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3214

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) into higher education has raised new concerns for English as a Foreign Language (EFL) lecturers, particularly anxiety about professional value, pedagogical authority, and teacher identity. This explanatory sequential mixed-methods study examined how a culturally anchored professional development intervention could reduce AI-Induced Professional Anxiety (AIPA) and strengthen Teacher Psychological Capital (PsyCap). Twenty-five EFL lecturers who were also doctoral students participated in a 12-week Augmented Educator intervention grounded in Bugis-Makassar values: Sappa, Amaccang, and Siri' na Pacce. Quantitative data were collected using an adapted AIPA scale and a culturally adapted Teacher-PsyCap questionnaire, while qualitative data were drawn from reflective journals and interviews with eight participants. The findings showed a significant reduction in professional anxiety and notable gains in self-efficacy, resilience, hope, and optimism. The qualitative results further indicated that participants began to view AI not as a replacement for teachers, but as a tool requiring human judgment, cultural interpretation, and ethical guidance. The study argues that AI-related teacher development should move beyond technical training and include culturally meaningful psychological support for sustaining teacher agency in the GenAI era.
Co-Authors Muhammad Safar Nur Sahril Nur