Utilising GenAI to create a culturally responsive EFL curriculum for pre-teen learners in the MENA region

This qualitative study explores the potential of Generative AI (GenAI) in developing culturally responsive English as a Foreign Language (EFL) curricula for pre-teens (ages 9–12) in the MENA region, including Iran, Iraq, Kuwait, and Egypt, with a focus on cultural sensitivity. Through a semester-long intervention, 57 EFL teachers observed 5637 learners engaging with AI-generated materials. Data from online focus-group interviews identified three core outcomes: first, GenAI facilitated the creation of culturally nuanced resources, including bilingual storybooks, bicultural calendars, and intercultural communication handbooks; second, learners showed marked improvements in language proficiency, cultural awareness, critical thinking, intercultural communication, and academic engagement; third, challenges emerged, such as cultural oversimplification, algorithmic bias, and overreliance on AI-generated content. The study advances ethnolinguistic research by proposing frameworks for culture-language integration and hybrid curriculum design, emphasising GenAI's capacity to enhance inclusive pedagogy while underscoring the necessity for content validation and contextual adaptation in diverse educational settings.