A Critical Discourse Analysis of AI Integration in Higher Education

Abstract

This study utilized Critical Discourse Analysis (CDA) to investigate English language instructors' perceptions of Artificial Intelligence (AI) integration in higher education within the Kurdistan Region of Iraq, examining how these educators discursively construct their understanding of AI tools, the underlying ideological positions and power dynamics within their discourse, and the institutional and professional identity concerns that surface through their AI-related narratives. Through purposive sampling, 30 English language instructors from Salahaddin University participated in semi-structured interviews lasting 45-60 minutes each. Data analysis followed Fairclough's three-dimensional CDA framework, utilizing both manual coding and NVivo 12 software with inter-rater reliability of 0.87. Four predominant themes emerged with notable frequency: AI tools viewed as pedagogically constrained (89% of participants), concerns about professional vulnerability (76%), ethical integrity challenges (93%), and institutional governance inadequacies (100%). Data saturation occurred after 25 interviews. Results demonstrated that instructors predominantly framed AI tools through deficit-based discourse, establishing themselves as indispensable human educators while voicing concerns about professional marginalization. This research contributes to educational technology scholarship by revealing how faculty in semi-peripheral regions manage technological transformation through discursive resistance mechanisms, promoting contextually appropriate, educator-focused AI integration approaches.