The integration of artificial intelligence (AI) in education has transformed various teaching methodologies, yet its role in English literature instruction remains underexplored. This study investigates the perspectives of upper-secondary English teachers regarding AI’s potential applications, benefits, and challenges in literature education. Using qualitative semi-structured interviews, the research examines AI’s influence on lesson planning, student engagement, and critical thinking development. The results were analyzed using the Unified Theory of Acceptance and Use of Technology (UTAUT) and through a thematic analysis.

Findings indicate that while AI facilitates efficiency in generating discussion questions, providing textual analysis, and assisting with administrative tasks, its application in fostering literary interpretation and analytical depth is met with skepticism. Teachers highlight concerns regarding academic integrity, AI-generated misinformation, and students’ over-reliance on algorithmic responses rather than independent analysis. Additionally, disparities in institutional policies and access to AI tools raise equity concerns. The study underscores the need for structured AI literacy training, ethical guidelines, and a balanced approach to integrating AI in literature education to ensure it enhances rather than diminishes critical engagement with literary texts.