While the global South universities have made significant strides in adopting digital technologies, there remain huge gaps, particularly when it comes to the acceptance of artificial intelligence (AI) in institutions of higher learning. As such, this study sought to explore global South academics’ reported AI-related challenges in the language education domain from published literature. To achieve this, the researchers employed a literature review methodology which entailed meticulous searches for published literature using key words. The challenges reported in literature revealed four broad challenges namely limited language options, academic dishonesty, biases and lack of accountability, and laziness among students and lecturers. Based on these findings, the study recommended that there be an urgent prioritisation of the development of AI-based language education tools that are specifically tailored to the needs and contexts of learners in the global South. The study also recommended the development of accessible and affordable AI-based language education tools, that will promote the development of digital literacy skills among educators and learners in the global South.
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