A critical collaborative self-study of transnational teacher educators on AI and multilingual education

In this critical collaborative self-study, three Korean multilingual teacher educators reflect on their engagement with ISTE’s 8-week professional development. Guided by reflective practice and teacher agency frameworks, this study poses the following questions: (1) How do teacher educators perceive the efficacy of AI tools in preparing preservice teachers? and (2) What challenges and disparities emerge in the creation and use of AI-generated multilingual resources? Thematic analysis of multimodal and written reflections demonstrates that while AI offers efficiency and creative potential, its effective use requires strong AI literacy and consciousness to avoid biases and foster culturally responsive, equitable teaching practices. The study highlights the need for preservice teachers to engage with AI through ­critical reflection and proactive teacher agency.