Harmonizing Tradition and Technology: Enriching English Literature Education through AI Integration in Albanian Classrooms

Harmonizing Tradition and Technology: Enriching English Literature Education Through AI Integration in Albanian Classrooms Name Institutional Affiliation Instructor Course Date Abstract The adoption of Artificial Intelligence (AI) in higher education has influenced teaching, learning, and academic outcomes. Different faculties, such as English, have adopted different AI tools that influence writing, reading, collaboration, and creativity. The purpose of this study is to shed an understanding and proposal for incorporating the use of AI technology into conventional teaching pedagogy by examining the feasibility of incorporating AI in English literature education within Albanian higher learning institutions. It explores the origins and theories with regard to AI in education and how it respects or disrespects the principles of collaboration learning, learner engagement, and personalized learning. The research utilizes a mixed method to help collect adequate data from several Albanian Universities and colleges. Thematic and textual data analysis are used to show patterns related to AI adoption, application, and effect on learning English. The findings show gains in student learning achievement and engagement from artificial intelligence-integrated applications such as ITS, writing companion, and teaching avatars by synthesizing the scholarly articles and case studies of several universities in Albania. The identified effects of the study, therefore, underscore three significant areas that can be thought about as recommendations for practice and policy and the need for strategic AI integration and teachers’ professional development. The paper concludes further areas for research to develop a comprehensive way to incorporate AI in education. It also looks at ethics and how the use of Artificial intelligence can bring about some forms of transformation in education. Introduction Artificial Intelligence (AI) has become a technology center of learning in the modern learning environment. Growth in technology has seen the incorporation of innovations in the traditional classroom as one of the vital facets that form part of today’s school environment to foster improved students’ and teachers’ outputs (Wang, 2023, p. 1526). English literary education is one of the education fields that have benefited from the dynamic approach of using AI in the current course. Razack et al. (2021) explain that AI provides the means to solve conventional education problems by applying individual approaches to teaching and learning, developing critical thinking abilities, and encouraging learners. The use of AI in the learning environments enables it to become more fun and responsive with the intent of attaining every learner and enhancing their comprehension and passion towards the literature read. Razack et al. (2021, p.135) has noted the role of AI in publishing the old-age industry and this has made it possible to blend traditional and modern learning and preservation of different materials especially in literature. The advancements in the learning environment in the twenty-first century support the arguments for incorporating AI into English literature education, especially with more interests related to English language learners (Rusmiyanto et al., 2023, p. 750). As much as they are helpful, conventional methods do not help capture the students’ attention or cater to specific learning needs. Applying new technologies like virtual reality, adaptive learning platforms, and natural language processing will allow students taking arts and English to embrace unique approaches to learning that will complement their preferred learning styles and skills (Tatar, 2023). In addition to promoting effective teaching, this integration increases students’ readiness for the subsequent era where technology will play a noteworthy role. Further, this work examines the role of using AI technology in closing the knowledge and resource gap in the current educational reforms in Albania to deliver an equitable and efficient educational system. Fowler (2023, p.129) notes the importance of academic integrity in AI integration in learning environment due to high levels of dishonesty associated with AI integration in learning. Moreover, technology adoption in English literature schools also incorporates traditions to meet the global educational standards that encourage diversity and innovation (Eslit, 2023, p.1). AI tools can significantly enhance the teaching of literature by focusing not only on students’ retention of knowledge but also on promoting active learning strategies. This shift is especially relevant to Albania because the educational system is shifting from conventional methods towards a system based on modern technologies. AI will help teachers in Albania make English literature more engaging, relevant, and accessible to all students. According to Fitria (2021, p.214), the positive educational future lies in this broad perspective, which not only retains the traditional literary treasures but also enhances and develops them with the help of modern technologies. Background And Context of English Literature Education in Albania While striving to achieve a better understanding of the historical and cultural background of English literary education in Albania, one has to examine the historical, cultural, and socio-economic conditions that define education in the country. Kërbizi and Macaj (2020, 352) note that Albania's education system was affected by the tremendous political and social changes that have taken place in the country over the last few decades. From 1945 to 1990, history if Albanian journalism was suspended, as most of the work published at this period was largely influenced by communism ideas. Since the early 1990s, when communism fell, Albania underwent a process of democratization and economic liberalization. This path involved the transformation of the education sector, which tried to reform the education system and improve teaching and learning throughout the nation. Historical affiliations with Western European nations and the United States of America have always influenced English literature educational curriculum in Albania. This was particularly the case in the post-communist period when English was even more acknowledged as the global language of commerce, politics, and arts. Therefore, there has been a constant evolution in the necessity of mastering the English language and, along with it, the reading of literature in Albania (Elsie, 2003, p.1). It reflects the expectations of integration into the international community and improved economic standards. Nevertheless, the extent and quality of English literature teaching and learning has not remained constant and has been influenced by geographical location within the country. Such variation is often attributed to the shortage of funding, out-of-date teaching aids, and limited opportunities for teachers to improve their qualifications. The traditional method that has dominated Albanian classroom instruction is a teacher-centered approach. These focus on memorizing facts, drills in grammar, and translation. While this traditional model may have served the previous generations relatively well, it has come under a lot of criticism for several reasons, including the fact that the students need to be allowed to engage in critical thinking or even develop ways of expressing themselves (Kërbizi & Macaj, 2020, p.354). In addition, the changes in healthcare delivery systems, the global transformation to a market economy, and the emergence of the information age have presented education with significant challenges that require innovative strategies for addressing them to meet the needs of the job market of the 21st century. Komari et al. (2024, p.1002) state that these innovations have changed how English language is delivered and studied by fostering language proficiency, experimentation, forward thinking and creativity. Throughout the past few years, there has been increasing concern regarding the necessity of enhancing methods of pedagogy for teaching English literature in Albania. This has led to technology being adopted in the learning processes of language acquisition, especially among EFL learners (Sefa & Xhaferi, 2023, p.39). This has been in line with other changes typical of different places in the world within the education sector, and a rise in the incorporation of technologies such as artificial intelligence in learning and teaching processes has been realized. Nonetheless, the extent of AI usage in learning settings is not fully elaborated in Albania, and authors, instructors, and policymakers are insufficiently familiar with, resourced, or practiced in implementing AI into a learning setting. The incorporation of AI in teaching English literature in Albanian schools is anticipated to bring drastic changes in the teaching and learning methodologies. It shall complement the current approaches to teaching and add innovative approaches, learners-centered styles, better assessment methods, and learning communities. According to Novawan et al. (2024, p.1), artificial intelligence technologies help educators address diverse student needs and preferences, promote crucial thinking, and foster collective learning environments. Geographically and in terms of access to available resources, the infusion of AI can fill the lack of good education opportunities, especially in rural areas and other underserved areas of the country. This is especially true in those regions of the country that are traditionally considered to be fully developed. Albanian schools need to determine the methods they will use to address existing barriers and promote successful technology integration in the classroom. Therefore, to harness AI in English literature teaching, there is a need to apply focused effort in training teachers, curriculum development, and infrastructure enhancements. There is also a need for regulatory changes that place digital literacy, data protection, and ethical concerns higher on the priority list regarding the application of artificial intelligence technologies in learning institutions (Zhao & Nazir, 2022, p.12). Albania can lead educational improvement efforts by accepting change and shifting focus towards learners. This will help the country equip learners with the knowledge and skills to succeed in the 21st-century global environment. Importance Of Integrating AI Tools In Education Integrating AI in educational environments is a paradigm shift that has substantial implications for the present practices of teaching and learning processes (Razack et al., 2021). Therefore, using AI within Albania's English literary instruction framework is critically essential for several persuasive reasons. Artificial intelligence technologies offer opportunities that have never arisen before to customize learning processes to fit students' needs, preferences, or learning abilities. Wang (2023, p. 1528) indicates that AI-driven platforms can individualize pedagogy, content, and tasks according to the learners' capabilities, interests, and objectives to enhance the student's interest and participation. This is done through the use of adaptive algorithms and data-driven insights. In line with the observation made by Manire et al. (2023, p. 485), integrating AI in English literary classrooms would improve the effectiveness of teaching and learning-related processes. It may immensely aid tasks such as lesson planning, grading, and testing, thereby sparing time for teachers’ questioning and answering feedback-giving activities. Again, as mentioned earlier, Liando and Tatipang (2024, p.3) have underlined the shift from the teacher’s approach to the learner’s approach as the approach that allows students to be in charge of their learning process, critical and creative thinking, and problem-solving skills. Moreover, artificial intelligence in educational technologies can assist in the improvement of the training of teachers since they get new approaches and ideas regarding how to enhance the teaching of English literature (Al-khresheh, 2024, p.2). For instance, text data in large quantities relating to various literary themes, characters, or other textual components can be processed with natural language processing (NLP). This positively affects the student's capability to analyze and consequently offer a sound interpretation of literary works. AI-based, simulation learning can also occur through virtual worlds, thus facilitating narrative-based, immersive learning for students (Chen et al., 2020, p.2). They can help students gain greater consciousness of the peculiarities of many cultures and attitudes and turn literary stories into more realistic events. Hutson et al. (2024, p.19) also noted that incorporating AI in academics enhances learning outcomes and interaction among students and teachers and application of hybrid pedagogical practices in English language. Such students can use features like peer review of works, group tasks through social networks, writing collaboration tools, and virtual classrooms. These activities complement student learning and expand their view of the literature and subjects under consideration. Students can also refer to chatbots and virtual tutors run by artificial intelligence (Al-thresher, 2024). Some chatbots and tutors can give non-delayed feedback, descriptions, and directions to the learners’ processes. Equity and inclusion issues can be addressed by implementing AI in teaching English literary classics. This is achieved by extending support and motivation to each student, including the needy ones from poor backgrounds with different educational needs. Maphoto et al. (2024, p.143) indicates that AI has facilitated distance education which offers equal opportunities to students from different backgrounds and regions to register for courses in various colleges. A flexible learning system enhanced by artificial intelligence has the potential to recognize learning gaps, provide remediation, and facilitate differentiated instruction. This means that every student will get a fair chance to perform according to their potential, especially with English as a Foreign Language (EFL) learners who are disadvantaged reading writing and listening (Zhai & Wibowo, 2023, p.1). When a teacher consciously applies an understanding of diversity, equity, and social justice to classroom practice, students can feel empowered and included. Furthermore, integrating artificial intelligence in English literature education in the English department provides the teacher with data to make judgments. It enables using action insights and analytics in instructional strategies and interventions (Dong, 2023, p.52). AI has features that allow teachers to track their students’ achievements, learning style preferences, and performance indicators. The instructors get data that can help them study the possibilities that can be improved in students, alter the teaching strategies, and adjust interventions according to the particular educational needs of the learner. Arbi (2024, .25) notes that the approach to teaching and learning based on research contributes to the formation of an academic culture that remains open and progressive and to the establishment of educational practice as more relevant to the needs and requirements of the students and society, with use of tools such as ChatGPT, ELSA, Speak, and Perplexity. AI incorporation into English literature also has educational advantages while preparing students for future careers and the jobs of the digital world (Dong, 2023, p.56). It also equips learners with skills needed in the new century, such as digital fluency, critical thinking, and computing. As machine intelligence technologies spread across different areas of the economy, mastering the tools for building and deploying AI applications will be valuable for subsequent professional careers and active citizenship. (Moybeka et al., 2023, p. 2445) note that there is a growing need for EFL instructions in different fields such as business, academia international communication. Therefore, not only does using artificial intelligence enhance the learning of English literature among students, but it also prepares them with the requisite personal and social skills relevant to the increasingly complex globalized world. Objectives of the Research This study aims to investigate how AI can be integrated into English literature classes in Albania and whether these methods are sustainable. It specifically aims to:  1 Evaluate how well AI tools can increase student collaboration, efficacy, and interactivity in English lessons. 2 Examine the theoretical models that inform the incorporation of AI in learning environments. 3 Analyze the ethical and philosophical ramifications of using AI in literature instruction. 4 Suggest how legislators and educators might encourage the ethical application of AI in the classroom.  Research Questions 1 How does integrating AI tools affect student engagement and learning outcomes in English literature education? 2 What theoretical frameworks inform the design and implementation of AI-enhanced pedagogical practices? 3 What are the epistemological and ethical considerations associated with AI integration in literature education? 4 What strategies can educators and policymakers employ to effectively integrate AI into English literature classrooms while addressing potential challenges? Literature Review Historical Context of AI in Education The evolution of technology from basic computer-based learning systems to AI-embedded ones is presented in light of the history of AI in education, which includes key milestones and critical development points along the path. In the 1960s, the first programs of Computer-Assisted Instruction (CAI) were born, and they provided students with lessons and immediate feedback (Chen et al., 2020, p.2). These programs only signified the start of efforts to integrate technology into learning. These systems demonstrated how, on a practical level, computers can assist in learning and thus laid the foundation for further development of educational technologies. AI in education began with the introduction of Intelligent Tutoring Systems (ITS) in the 1980s and 1990s. In developing ITS, the aim was to mimic the one-on-one help offered by the human tutors. These systems provided feedback and guidance using flexible, artificial intelligence-powered algorithms to cater to the needs of each learner (Chen & Yuan, 2022, p.3). One of the most successful examples of how the authors applied cognitive modeling to improve students’ achievements in mathematics is the Cognitive Tutor developed at Carnegie Mellon University. These refinements illustrated how AI might innovate personal learning environments, facilitating improved course content understanding. The modern development of big data analytics, machine learning, and natural languages makes the use of AI in education even more effective in the 21st century. These technologies are employed by today’s AI-enabled learning solutions to deliver ultra-personalised and adaptive learning interventions. For instance, English as a Foreign Language (EFL) learners are increasingly subjected to artificial intelligent resources within the classroom, which include adaptive learning platforms, automated grading systems, and virtual trainers (Gayed et al., 2022, p. 1). Besides enhancing learning effectiveness, these tools enable teachers to focus more on learner-centered learning strategies that incorporate interactivity. The history of employing AI in education indicates a gradual transition to more effective and socially transformative educational technologies that can inform current and future developments in the sphere. Theoretical Frameworks for AI Integration The policy and procedure for deploying and evaluating AI technologies in classrooms are contained in theoretical frameworks for AI implementation in education. Since AI can provide learner-specific and context-sensitive guidance, it complies with the principles of constructivism, and its vital concern is learners’ engagement. According to the writers’ own words, it is possible to introduce an intelligent and individualized learning environment that will help the understanding and learning process (Huang et al., 2023, p.112). One of the ways that teachers can take advantage of AI is by designing learning exercises to meet the needs of the students. These fosters questioning and searching, which are principles of constructivism in learning. Socio-cultural theories are also relevant to learning how AI is incorporated into schooling. These theories, therefore, involve social interaction and culture in learning, and Vygotsky’s principles are the foundation of these theories. Virtual learning environments and collaborations enable peers to interact and learn cooperatively using artificial intelligence technologies. These resources complement learning since they allow the students to collaborate and share what they know besides subjecting them to exciting and valuable discussions (Liang et al., 2023, 4271). In addition, it is consistent with socio-cultural perspectives as with the help of AI, students learn together, and inequalities in the level of education and other conditions in places with different learners and limited resources can be minimized. Cognitive load theory is used to incorporate AI into education systems. This notion aims to increase the load on pupils to enhance knowledge retention and thinking abilities. Using educational technology or applications that help present, assign, and explain course content may decrease the cognitive load (Nazari et al., 2021, p.7). Sophisticated training, for instance, the intelligent tutor system, entails the use of AI to assess the student’s understanding and deliver new information to enhance the workload. In addition to enhancing learning, it helps maintain students’ motivation and active participation, factors essential for effective education. AI and Personalized Learning Personalization is one of the critical advantages of artificial intelligence claims in learning that captures people's imagination. Thus, the indicators of individual performance, learning activities, and preferences can be analyzed by AI systems to allow for personalized and flexible educational content and learning speed. Technologies' AI-based market includes intelligent tutoring systems that suffer from the capacity to dynamically alter a lesson based on the understanding and progress of the student. They can also give targeted instructions and additional materials when necessary for the learners (Chen & Yuan, 2022, p.6). Such a level of flexibility enhances learning outcomes since students are keen and interested in the subject; they are not overwhelmed, though challenged enough. AI in personalized learning also means automating administrative work. It allows teachers to spend more time communicating with students. AI applications can handle grading, monitor the student's performance, and even recognize students who would like additional assistance (Liang et al., 2023, p. 4274). The mentioned procedures allow teachers to spend more time finding unique lesson plans or addressing one student at a time. This change not only enhances education quality but also provides a flexible environment that can accommodate students' needs and provide assistance where required. In addition, AI has implications for individualizing learning and education about equity. Through AI, learners who would otherwise be left behind in conventional schooli...