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All Journal Online Learning in Educational Research Journal of Vocational, Informatics and Computer Education
Adelina Asmawi
University of Malaya
Computer Science & IT Education

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Recognizing the Pluriversal Indigenous Ontologies for the Adoption of Gen AI in Glocal EFL Education: A Theoretical Reflection Md. Saiful Alam; Adelina Asmawi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.266

Abstract

Since the emergence of generative artificial intelligence (hence, Gen AI), a newly created discursive wave has been pushing for the integration of the novel, non-human tool as both an inevitable and universally desirable ontology of technology-integrated language education. However, noticeably, this superficial celebratory narrative often overlooks locally valued pedagogical ontologies where Gen AI may appear as culturally foreign, pedagogically misaligned, and technologically impractical. Positing it within this ontological potential, the present paper takes a critical view on the universalist assumption of Gen AI-driven EFL teaching. By applying the method of theoretical reflections, the paper then argues for a “pluriversal” perspective that acknowledges localized epistemologies, classical pedagogies, and human-centered teaching traditions. In doing so, the paper draws on the key concepts, including glocalism, digital divides, technological foreignness, the value of pluriversality, contextualism and cultural-philosophical relativism. By highlighting these concepts, the paper contends that there are some legitimate antecedents for which some global South contexts may resist or remain unprepared or reluctant about the integration of GenAI in EFL practices. The discussion in this paper underscores that GenAI cannot be a one-size-fits-all solution. Otherwise, GenAI tooling of EFL education in indigenous lands may be positioned as a conflicting paradigm threatening the classical, humanist, unique pedagogical rhythm. Therefore, the paper calls for a localized theorization of Gen AI-integrated EFL education.
Confronting Professional and Cultural Barriers to Evidence-Based Teaching in University English Departments: An Auto-Ethnographic Study Md. Saiful Alam; Adelina Asmawi; Mohammad Hamidul Haque
Online Learning In Educational Research (OLER) Vol. 4 No. 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.404

Abstract

education, yet their integration in higher education remains underexplored, with most studies focusing on schools. This study aims to identify cultural and professional barriers hindering EBTP adoption among university lecturers through an autoethnographic approach. Using Flanagan's Critical Incident Technique (CIT) and personal journaling, longitudinal qualitative data were collected and analyzed within an interpretive framework. The findings reveal that deeply ingrained cultural capital and traditional professional practices significantly obstruct the adoption of EBTP, highlighting resistance to pedagogical innovation, peer learning, and student-centered teaching. These barriers emphasize the need for institutional reforms, professional development initiatives, and a cultural shift to foster evidence-based practices in higher education, contributing to bridging the gap between research and practice in pedagogy.
Co-Authors Md. Saiful Alam Mohammad Hamidul Haque