Резюме

The integration of Artificial Intelligence (AI) into English Language Teaching (ELT) has gained increasing attention in higher education. However, its effective adoption depends not only on pedagogical innovation but also on institutional readiness. This study examines institutional readiness for AI integration in ELT at Mexican universities through an exploratory, qualitative, and reflective-documentary approach, drawing on academic literature, institutional reports, and practitioner-based reflection. The analysis identifies key dimensions of readiness, including technological infrastructure, faculty development, institutional policies, and organizational culture. It suggests that AI integration is often driven by individual instructor initiative rather than coordinated institutional strategies, while structural constraints continue to shape its implementation. This study contributes to current debates by offering a context-sensitive, institutionally focused perspective on AI readiness in Mexican higher education.

JEL: I23, O33, I28