Artificial Intelligence integration in secondary school English writing instruction in Sudan: A survey of teachers’ readiness, perceptions, and implementation challenges

This study examined Sudanese secondary school English teachers' readiness, perceptions, and challenges in integrating artificial intelligence into writing instruction. Findings showed moderate digital competence and implementation readiness but strong positive perceptions of AI's pedagogical usefulness. Perceived usefulness and positive attitudes toward AI were significant predictors of readiness, explaining substantial variance in adoption, whereas digital competence showed only a weak association. This indicates that technical skills alone are insufficient without supportive attitudes and awareness of AI benefits.

These results underscore the need for interventions beyond basic technical training. Policymakers and teachers should prioritize professional development programs that enhance digital skills and cultivate positive attitudes by demonstrating AI's practical pedagogical value. Addressing infrastructural gaps and ensuring institutional support are crucial to translate perceptions into classroom practice and build sustainable AI integration in resource-constrained settings.