Abstract: The potential of Artificial Intelligence (AI) to improve educational outcomes, especially in language learning, has been widely discussed. Yet, the lived realities, expectations, and concerns educators have about AI’s role in schools remain unexplored. This commentary looks at a comparative study involving 636 second language teachers from Brazil, Finland, Hong Kong, and South Korea. It examines how educators perceive and use AI. The results show generally positive attitudes but highlight differences in self-efficacy, usage frequency, and pedagogical value. These differences are shaped by regional policies and digital resources. Understanding these insights is important for guiding teacher training, policy design, and the development of ethical, inclusive tools that respond to local needs.

Submitted: July 2025, Revision Submitted: November 2025, Accepted: December 2025