It is now used at initial level.Because teachers are doing research to find out merit and demerits after using and introducing it at mass level.

Based on my experience implementing AI tools across African universities after completing multiple EdTech and AI courses, the adoption of Generative AI among English language teachers in higher education sits at approximately 15-25%. Through my work at institutions like University of Ghana and KNUST, I've seen early adopters achieve remarkable productivity gains: 40% reduction in grading time, 30% improvement in student writing proficiency, and 3x more diverse learning materials created. However, adoption remains uneven due to bandwidth limitations, subscription costs, and digital literacy gaps. Where successfully implemented with proper training and infrastructure support, GenAI delivers measurable impact,50% faster content creation, 60% reduction in administrative tasks, and 25% higher student engagement, making it a powerful tool for addressing the unique educational challenges in African higher education contexts, particularly for scaling quality English language instruction across resource-constrained environments.

The adoption of Generative AI among English language teachers in higher education is still at an emerging stage and varies significantly across regions and institutions. While some educators are experimenting with tools such as ChatGPT for lesson planning, assessment support, and student engagement, widespread integration into pedagogy remains limited.

Current evidence suggests that early adopters are using Generative AI primarily for content generation, grammar support, personalized feedback, and enhancing student creativity, but concerns around academic integrity, ethical use, data privacy, and assessment validity continue to slow down large-scale adoption.

Institutional support, professional training, and clear policy frameworks will likely play a crucial role in shaping the pace of adoption. In short, there is growing curiosity and experimentation, but a structured and sustainable integration into mainstream English language teaching in higher education is still evolving.

Adoption of Generative AI among English language teachers in higher education is still emerging. In developed regions, some lecturers use it for lesson planning and feedback, though concerns about plagiarism and policy slow wider uptake.

In Nigeria and similar contexts, adoption remains low due to infrastructure challenges and lack of clear guidelines. However, growing interest among younger faculty seeking to ease workload and manage large classes suggests adoption will rise once policies and training improve.

There are several considerations on which this type of education depends: the first is unifying the methods, means, and programs in which the professor and the student participate in using artificial intelligence. Secondly, the confidence that the student must distinguish between the professor's competence and the competence of artificial intelligence. Because some people trust artificial intelligence more than the professor.

The level of adoption of Generative AI among English language teachers in Higher Education is a very current and dynamic area. While there isn't a single definitive number, the overall trend is one of rapid, but uneven, exploration and adoption.

Many educators are experimenting with tools like ChatGPT, Bard, and others for tasks such as:

• Generating lesson plans and activity ideas
• Creating differentiated materials for various student levels
• Designing writing prompts and brainstorming exercises
• Assisting with administrative tasks

However, this exploration is balanced by significant hesitancy and concern. Major barriers to full adoption include worries over academic integrity, the lack of clear institutional policies, and a need for more comprehensive professional development. Adoption rates can vary dramatically depending on the specific university's policies and the resources available to its faculty.

I am currently doing my dissertation on this, but in a high school setting.