Towards An Ethical And Global Citizenship Competency Framework For Ai-Enhanced Higher Education Emi: A Re-Conceptualization Of The Tpack Model

The rapid adoption of Artificial Intelligence (AI) is globally marking a transformative shift in the English as a Foreign Language (EFL) educational landscape, providing opportunities for guided and increasingly simplified instruction that can improve the teaching and learning experience. Although the technological evolution of AI enhanced the EFL learning, its adoption is often considered uncritical. This deficiency hinders the development of students’ critical thinking skills, reinforces algorithmic bias, and promotes superficial cultural exchange, resulting in ethical and pedagogical gaps that undermine the primary goal of fostering global citizenship. The paper addresses the aforementioned gaps by proposing a novel Teacher Competency Framework (TCF) to critically integrate an Ethical/ Global Citizenship (E/GC) dimension into the existing dominant model of TPACK. The fundamental (E/GC) core redefines the model’s intersections into new critical constructs: ETCK, ETPK, and EPCK. To enact these competencies, the paper suggests a series of practical classroom tasks designed as a demonstration of the core’s utility. This framework is developed through a three stage conceptual synthesis that involved pedagogical gap identification, systematic selection of foundational pillars, and a mapping process to derive practical applications. The (TCF) provides an ethically grounded model for EFL practice within Higher Education EMI contexts to empower ethical architects of learning. The framework offers a practical roadmap for pre- and in-service teacher education, curriculum designers, and policymakers. Ultimately, the primary goal of the paper is to cultivate teachers who can foster critically aware global citizens in the AI era.