Recognizing the Pluriversal Indigenous Ontologies for the Adoption of Gen AI in Glocal EFL Education: A Theoretical Reflection
DOI:
https://doi.org/10.61220/rheq3849Keywords:
AI-integrated language, Teaching, Sistem Informasi, Gen AI adoption, Glocalized EFL, Language teaching, PosthumanismAbstract
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.
Downloads
References
[1] W. Humes, “Evolution and Educational Theory in the Nineteenth Century,” in The Wider Domain of Evolutionary Thought, Dordrecht, The Netherlands: Springer, 1983, pp. 27–56.
[2] J. T. DeCuir-Gunby and P. A. Schutz, “The Evolution of Race-Focused and Race-Reimagined Approaches in Educational Psychology: Future Directions for the Field,” Educ Psychol Rev, vol. 36, no. 1, p. 30, 2024, doi: 10.1007/s10648-024-09873-2.
[3] Y. Xie, J. Smith, and M. Davies, “The Evolution of Critical Thinking in the Chinese Education Context: Policy and Curriculum Perspectives,” International Studies in Sociology of Education, pp. 1–24, 2025, doi: 10.1080/09620214.2025.2462967.
[4] Z. Bahroun, C. Anane, V. Ahmed, and A. Zacca, “Transforming Education: A Comprehensive Review of Generative Artificial Intelligence in Educational Settings through Bibliometric and Content Analysis,” Sustainability, vol. 15, no. 17, p. 12983, 2023, doi: 10.3390/su151712983.
[5] L. Ruiz-Rojas, P. Acosta-Vargas, J. De-Moreta-Llovet, and M. González-Rodr’iguez, “Empowering Education with Generative Artificial Intelligence Tools: An Instructional Design Matrix Approach,” Sustainability, vol. 15, no. 15, p. 11524, 2023, doi: 10.3390/su151511524.
[6] H. E. Al Issa and G. Maheshwari, “Shaping the Future of Education: A Cluster Analysis of Generative AI’s Transformative Impact,” Interactive Technology and Smart Education, 2025, doi: 10.1108/ITSE-01-2025-0013.
[7] P. Shah, AI and the Future of Education: Teaching in the Age of Artificial Intelligence. Hoboken, NJ, USA: Wiley, 2023.
[8] Y. Walter, “Embracing the Future of Artificial Intelligence in the Classroom: The Relevance of AI Literacy, Prompt Engineering, and Critical Thinking in Modern Education,” International Journal of Educational Technology in Higher Education, vol. 21, no. 1, p. 15, 2024, doi: 10.1186/s41239-024-00448-3.
[9] G. Y. Yingsoon, S. Zhang, N. A. Chua, Y. Chen, and T. Xiaoyao, “Embracing Cultural Dimensions in AI-Enhanced Sustainability Education: Tailoring Pedagogies for a Global Learner Community,” in Rethinking the Pedagogy of Sustainable Development in the AI Era, Hershey, PA, USA: IGI Global, 2025, pp. 37–60.
[10] M. Nyaaba, “Glocalizing Generative AI in Education for the Global South: The Design Case of 21st-Century Teacher Educator AI for Ghana,” arXiv preprint, 2025.
[11] G. Vestheim, “Theoretical Reflections,” International Journal of Cultural Policy, vol. 13, no. 2, pp. 217–236, 2007, doi: 10.1080/10286630701342907.
[12] A. M. Williams and V. Baláž, “Tourism Risk and Uncertainty: Theoretical Reflections,” J Travel Res, vol. 54, no. 3, pp. 271–287, 2015, doi: 10.1177/0047287514523334.
[13] J. Mariyono, A. N. A. Kamila, and A. N. A. Hidayatullah, “Unity in Diversity: Navigating Global Connections through Cultural Exchange,” Quality Education for All, vol. 2, no. 1, pp. 114–137, 2025, doi: 10.1108/QEA-10-2024-0122.
[14] W. Li and others, “Multiple Environmental Inequalities between Global South and Global North in over 10,000 Urban Centers,” npj Urban Sustainability, vol. 5, 2025, doi: 10.1038/s42949-025-00302-z.
[15] L. Kohnke, B. Moorhouse, and D. Zou, “Exploring Generative Artificial Intelligence Preparedness among University Language Instructors: A Case Study,” Computers and Education: Artificial Intelligence, vol. 5, p. 100156, 2023, doi: 10.1016/j.caeai.2023.100156.
[16] M. Tian, “Bridging Global and Local: Exploring Glocal Learning Contexts in an Adult ESL Classroom,” J Multiling Multicult Dev, pp. 1–27, 2025, doi: 10.1080/01434632.2025.2503419.
[17] J. P. Miller, “Holistic Education: A Brief History,” in International Handbook of Holistic Education, London, U.K.: Routledge, 2018, pp. 5–16.
[18] J. P. Cruz and others, “Whole-Person Development of Undergraduate Nursing Students: A Multi-University Study,” Nurs Educ Perspect, vol. 43, no. 4, pp. E26–E31, 2022, doi: 10.1097/01.nep.0000000000000938.
[19] V. Sankar, “Holistic Development in Education: Nurturing Well-Rounded Individuals for a Complex World,” Shanlax International Journal of Arts, Science and Humanities, vol. 12, no. 2, pp. 103–106, 2025, doi: 10.34293/sijash.v12is2-jan.8884.
[20] K. DeRose, “Contextualism: An Explanation and Defense,” in The Blackwell Guide to Epistemology, Oxford, U.K.: Blackwell, 2017, pp. 187–205. doi: 10.1002/9781405164863.ch8.
[21] M. Zembylas, “The Quest for Cognitive Justice: Towards a Pluriversal Human Rights Education,” Globalisation, Societies and Education, vol. 15, no. 4, pp. 397–409, 2017, doi: 10.1080/14767724.2017.1357462.
[22] J. Garcia-Arias, S. Corbetta, and B. Baronnet, “Decolonizing Education in Latin America: Critical Environmental and Intercultural Education as an Indigenous Pluriversal Alternative,” Br J Sociol Educ, vol. 44, no. 8, pp. 1394–1412, 2023, doi: 10.1080/01425692.2023.2234088.
[23] L.-A. Noel and others, “Pluriversal Futures for Design Education,” She Ji: The Journal of Design, Economics, and Innovation, vol. 9, no. 2, pp. 179–196, 2023, doi: 10.1016/j.sheji.2023.04.002.
[24] H. V Richards, A. F. Brown, and T. B. Forde, “Addressing Diversity in Schools: Culturally Responsive Pedagogy,” Teach Except Child, vol. 39, no. 3, pp. 64–68, 2007.
[25] A. Miah, “A Critical History of Posthumanism,” in Medical Enhancement and Posthumanity, Dordrecht, The Netherlands: Springer, 2008, pp. 71–94.
[26] M. Buchanan-Oliver, “The Spectre of Posthumanism in Technology Consumption: The Death of the Human?,” in Death in a Consumer Culture, London, U.K.: Routledge, 2015, pp. 300–315.
[27] M. Warnock, “Cultural Relativism and Education,” Westminster Studies in Education, vol. 2, no. 1, pp. 35–44, 1979, doi: 10.1080/0140672790020103.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Md. Saiful Alam, Adelina Asmawi (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Email : voice@lontaradigitech.com
