Generative Artificial Intelligence (AI) in the high school English classroom and its effect on students’ identity and teachers’ practice

This study examines how secondary English teachers embed generative Artificial Intelligence (AI) in their curricula while preserving genuine student voice and promoting informed approaches to academic integrity. Data was gathered in three public high schools by way of classroom videos, teacher interviews, and student reflective journals. Analysis shows that learners display greater autonomy when they work collaboratively to evaluate AI-generated text. Teachers simultaneously serve as ethical facilitators by highlighting transparency, accountability, and reflective dialogue. These results indicate that reflexivity, where moral reasoning and shared responsibility intersect, can advance digital literacy in secondary English Language Arts (ELA). Recommended practices include explicit protocols for AI tasks, class communities that co-author ethical guidelines, and the positioning of teachers as ethics coaches. Future studies should investigate the fair distribution of AI resources, the evolving nature of AI-driven materials, and the corresponding implications for holistic student development.