Midwifery Students' Perceptions of Utilizing Artificial Intelligence (AI) for English Language Learning (ELL)

Abstract

While Artificial Intelligence (AI) is increasingly used in education, little research has focused on its role in specialized healthcare training, particularly in midwifery education. This study fills this gap by investigating midwifery students' perceptions of AI for English Language Learning (ELL) through three key factors: the perceiver (students' attitudes and motivations), the target (AI tool characteristics), and the situation (learning environment and support systems). Additionally, it examines whether parental background (education, occupation, and income) influences these perceptions. A quantitative survey of 48 students at an Indonesian midwifery academy revealed strong positive perceptions of AI (mean scores: P=4.23, T=3.95), with students appreciating AI's usability but calling for better institutional support. Statistical analysis showed no significant differences based on parental background, suggesting AI's potential for broad adoption across diverse socio-economic groups. These findings contribute to the literature on technology-enhanced language learning by demonstrating AI's viability in midwifery education. Furthermore, the study demonstrates the practical viability of integrating AI into specialized fields such as midwifery education, highlighting its role in fostering inclusive and accessible professional training. The findings offer practical insights for educators and policymakers, underscoring the importance of user-friendly AI tools, institutional preparedness, and equitable technology access. By aligning AI innovation with healthcare education, this study demonstrates AI’s transformative role in developing globally competent midwifery professionals.