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This paper tackles the concept of AI, its justification, and its applications in the field of education in general, and in the field of teaching/learning English Language, in particular. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to education in general and foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it delineates the implementation of AI in the field of ESL/EFL. Third, it summarizes the consequences of applying AI-powered tools for foreign language education. Fourth, it discusses the benefits and challenges that the AI implementation entails. Finally, it puts forward a number of guidelines and recommendations for education policy-makers targeting the basic requirements for AI implementation.

In recent years, Artificial Intelligence (AI) is one of the recent technological innovations that have contributed to the success of the educational process and demonstrated a successful emergency strategy during the pandemic of Covid-19. In education, AI has begun producing new teaching and learning solutions that are now undergoing testing in different contexts. This working paper, written for education policymakers, anticipates the extent to which AI affects the education sector, the preparation of teachers at the faculties of Education and to allow for informed and appropriate policy responses for sustainable development in the light of 2030 vision. First, this paper includes introduction about AI and how AI can be used to enhance the quality of teaching and learning process. Next, the paper sheds light on the preparation of teachers at the Faculties of Education for the existence of AI in all aspects of human activity. In addition, the paper addresses the challenges and opportunities of AI in Preparing Teachers at Faculties of Education to achieve sustainable development in the light of 2030 vision. Then, this paper proposed vision to activate using the AI techniques in developing teacher preparation programs at Faculties of Education. Finally, this paper introduces conclusions and recommendations about applying AI in preparing teachers programs at the Faculties of Education.