Artificial intelligence (AI) has emerged as a new force in various domains, including education, offering innovative solutions to traditional challenges. In the realm of educational content creation, AI technologies hold immense promise for transforming teaching and learning practices. This quasi-experimental qualitative research endeavors to explore the utilization of AI for generating educational content, with a specific focus on Iranian English Language Teaching (ELT) teachers as a case study. The study aims to investigate the experiences, perceptions, and challenges faced by recently graduated ELT teachers in Iran who have embraced AI technology in their classroom practices.

The research methodology involves conducting in-depth interviews with 35 ELT teachers who have graduated within the last six years and possess sufficient literacy in AI technology. By employing a quasi-experimental approach, the study ensures a comprehensive understanding of the integration of AI into educational content creation processes. Through thematic analysis of interview data, the research seeks to uncover insights into the effectiveness of AI-driven content creation tools, their impact on pedagogical practices, and the implications for ELT curriculum development in Iran.

Key themes explored in the research include the perceived benefits of AI in educational content creation, challenges encountered in integrating AI into pedagogical practices, and strategies for effectively harnessing AI technology in ELT classrooms. Additionally, ethical considerations surrounding the use of AI in education will be addressed, highlighting the importance of responsible AI implementation and safeguarding student privacy and equity.