Teaching Modern Greek with Generative AI: Philologists’ Perspectives and Pedagogical Repositioning in Blended Learning Environments
Abstract
This study investigates the perspectives of secondary education philologists regarding the integration of generative Artificial Intelligence (LLMs) into the teaching of Modern Greek within blended learning environments. Framed within critical literacy and metacognitive pedagogies, it explores the pedagogical, ethical, and technological challenges posed by AI in enhancing students’ authenticity, autonomy, and critical thinking. A mixed-methods research design was implemented in three stages: (a) an anonymous survey completed by 34 philologists, (b) typological analysis of teacher attitudes, and (c) semi-structured interviews with 14 selected participants. The findings reveal a spectrum of stances, ranging from enthusiastic adoption to cautious skepticism, with common threads highlighting the need for reflective instructional situated design, metacognitive scaffolding, and the repositioning of the philologist as a pedagogical mediator. The study contributes to the emerging body of research on AI-supported writing instruction in the Greek educational context and underscores the necessity for systematic teacher training and institutional support.
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