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Erma Damayanti
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tama Jagakarsa
Humanities Education Social Sciences

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Artificial Intelligence for Inclusive Language Education: Bridging English and Indonesian Language Pedagogy in Higher Education Deny Gunawan Susandi; Mohamad Irvan Septiar Musti; Murtini Murtini; Erma Damayanti; Nur Adi Setyo
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 3: April 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i3.15812

Abstract

Inclusive education within the framework of Education for All requires pedagogical innovation that responds to diverse learner needs, including linguistic diversity, socio-economic disparities, varied proficiency levels, and digital access differences. In multilingual higher education contexts, English and Indonesian language programs face challenges in designing equitable and adaptive instruction. This qualitative interpretive study investigates how Artificial Intelligence (AI) can bridge English and Indonesian language pedagogy to support inclusive practices in university classrooms. Data were generated through semi-structured interviews, focus group discussions, and document analysis involving lecturers from both departments, and analyzed using reflexive thematic analysis. Findings indicate that AI is perceived as a pedagogical augmentation tool that can scaffold academic literacy, support differentiated instruction, and expand multilingual participation when aligned with inclusive design principles. However, participants also raised concerns regarding digital divides, algorithmic bias, and ethical governance. The study proposes an equity-driven conceptual framework positioning human-AI collaboration as a mediational strategy for inclusive language education in higher education.
English Language Needs of Information Systems Students for Future Careers in the AI Era Ditta Mustika Rakhmawati; Murtini Murtini; Ihsan Rolis; Erma Damayanti; Artipah Artipah
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 5: Agustus 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i5.17938

Abstract

The rapid integration of artificial intelligence (AI) into higher education and professional environments has transformed the role of English from a traditional academic subject into a critical competency for technology-driven careers. This study aimed to identify the English language needs of Information Systems students for future careers in the AI era. Employing a quantitative descriptive survey design, data were collected from 80 undergraduate Information Systems students at a private higher education institution in South Jakarta, Indonesia. A structured questionnaire was used to examine students’ perceived needs in four areas: speaking skills, writing skills, reading skills, and AI-related English skills. The data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings revealed that all four competencies were perceived as important for future professional development. However, AI-related English skills emerged as the highest-ranked competency (M = 4.56), followed by speaking skills (M = 4.45), writing skills (M = 4.28), and reading skills (M = 4.10). The results suggest that students increasingly view English as an essential tool for interacting with AI technologies, accessing global knowledge, and participating in digital workplaces. The study highlights the need for English language curricula in Information Systems programs to incorporate AI-assisted communication and technology-oriented professional language skills to better prepare graduates for the evolving demands of the AI era.
Co-Authors Artipah Artipah Deny Gunawan Susandi Ditta Mustika Rakhmawati Ihsan Rolis Mohamad Irvan Septiar Musti Murtini Murtini Nur Adi Setyo