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This article is shared under a license. Creative Commons Attribution 4.0 International License (CC BY 4.0)
Vol. 5 No. 1 (2025), [e-2513], Gestiones- Advanced Journal E-ISSN: 3028-9408https://gestiones.pe/index.php/revista © Advanced Studies Research
Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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Preserved in Zenodo DOI: https://doi.org/10.5281/zenodo.18193531TheAuthors are responsible for the information in this article
Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence
and teacher interactions
Mariela Liliana Ramos Santamaría1 Fiorella Rocio Bonilla Gamarra2*
María Nora Santamaria Ruiz3 Zoila Ayvar Bazán3
1Señor de Sipán University, Peru.
2 GANEP Institute CURACAO, Brazil.
3Cesar Vallejo University, Graduate School, Peru.
*Correspondence contact: fbonillaga22@ucvvirtual.edu.pe
Received: 06/10/2025 Accepted: 26/11/2025 Published: 30/12/2025
ABSTRACT:The expansion of artificial intelligence (AI) in education is transforming information management, pedagogical practices,
and human interactions in teaching. Systems incorporate intelligent platforms, learning analytics, and automated tools that mediate
knowledge and teacher decisions. Language becomes crucial for information management and human-technology interaction.
Methodology: Reflective analysis based on interdisciplinary literature from 2021–2025. English, Portuguese, and Chinese are key
languages for managing AI systems and mediating human-AI interactions in teaching practice. Multilingual competence facilitates
access to global scientific and technological knowledge and reduces cognitive and emotional overload for educators. Discussion:
Multilingualism promotes the humanized integration of AI in education, strengthening information equity and teacher well-being.
Conclusions/Contributions: Multilingual proficiency is essential for sustainable educational innovation, suggesting training models
that integrate strategic languages with AI and professional well-being.
Keywords:Artificial intelligence, pedagogy, management, languages, teacher.
Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes
RESUMEN: La expansión de la inteligencia artificial (IA) en la educación transforma gestión de información, prácticas pedagógicas
e interacciones humanas en docencia. Sistemas incorporan plataformas inteligentes, analítica de aprendizaje y herramientas
automatizadas que median conocimiento y decisiones docentes. El lenguaje se vuelve determinante para gestión informacional e
interacción humano-tecnológica. Metodología: Análisis reflexivo basado en literatura interdisciplinaria de 2021-2025. Resultados:
Inglés, portugués y chino son lenguas clave para gestionar sistemas de IA y mediar interacciones humano-IA en práctica docente.
Competencia multilingüe facilita acceso a conocimiento científico-tecnológico global y reduce sobrecarga cognitiva-emocional en
educadores. Discusión: Multilingüismo promueve la integración humanizada de IA en educación, fortaleciendo equidad
informacional y bienestar docente. Conclusion/Aporte: Dominio multilingüe es esencial para innovación educativa sostenible,
sugiriendo modelos formativos que articulen lenguas estratégicas con IA y bienestar profesional.
Palabras Clave: Inteligencia Artificial, pedagogía, gestión, idiomas, docente.
Reflexões sobre a importância do inglês, do português e do chinês para gerenciar a inteligência artificial e as interações docentes
RESUMO: A expansão da inteligência artificial (IA) na educação transforma a gestão de informação, práticas pedagógicas e
interações humanas na docência. Sistemas incorporam plataformas inteligentes, análise de aprendizado e ferramentas
automatizadas que mediam o conhecimento e decisões docentes. A linguagem torna-se determinante para a gestão informacional
e interação humano-tecnológica. Metodologia: Análise reflexiva baseada em literatura interdisciplinar de 2021-2025. Resultados:
Inglês, português e chinês são línguas chave para gerenciar sistemas de IA e mediar interações humano-IA na prática docente.
Competência multilíngue facilita o acesso ao conhecimento científico-tecnológico global e reduz sobrecarga cognitivo-emocional em
educadores. Discussão: Multilinguismo promove integração humanizada da IA na educação, fortalecendo equidade informacional
e bem-estar docente. Conclusões/Aportes: Domínio multilíngue é essencial para inovação educativa sustentável, sugerindo
modelos formativos que articulem línguas estratégicas com IA e bem-estar profissional
Palavras-chave: Inteligência Artificial, pedagogia, gestão, idiomas, docente.
Reflections on the importance of English, Portuguese and Chinese to manage artificial intelligence and pedagogical interactions
RÉSUMÉ : L'expansion de l'intelligence artificielle (IA) dans l'éducation transforme la gestion de l'information, les pratiques
pédagogiques et les interactions humaines dans l'enseignement. Les systèmes intègrent des plateformes intelligentes, l'analyse
d'apprentissage et des outils automatisés qui médiatisent la connaissance et les décisions enseignantes. Le langage devient
déterminant pour la gestion informationnelle et l'interaction humain-technologique. Méthodologie : Analyse réflexive basée sur la
littérature interdisciplinaire de 2021-2025. Résultats : L'anglais, le portugais et le chinois sont des langues clés pour gérer les
systèmes d'IA et médiatiser les interactions humain-IA dans la pratique enseignante. La compétence multilingue facilite l'accès à la
connaissance scientifique-technologique globale et réduit la surcharge cognitive-émotionnelle chez les éducateurs. Discussion : Le
multilinguisme promeut l'intégration humanisée de l'IA en éducation, renforçant l'équité informationnelle et le bien-être enseignant.
Conclusions/Apports : La maîtrise multilingue est essentielle pour l'innovation éducative durable, suggérant des modèles formatifs
qui articulent les langues stratégiques avec l'IA et le bien-être professionnel.
Mots-clés: Intelligence Artificielle, pédagogie, gestion, langues, enseignant.
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Vol. 5 No. 1 (2025), [e-2513], Gestiones- Advanced Journal E-ISSN: 3028-9408https://gestiones.pe/index.php/revista © Advanced Studies Research
Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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1. Introduction
Information management has become a key strategic pillar of contemporary education systems,
especially in a context characterized by rapid digitalization and the increasing integration of
artificial intelligence-based technologies. Learning management platforms, intelligent tutoring
systems, predictive models of academic performance, and educational analytics tools rely on
large volumes of data, complex algorithmic structures, and constant flows of information that
require specialized human interpretation. In this scenario, teaching is redefined as a practice
profoundly mediated by intelligent technologies that influence both cognitive processes and
human interactions inside and outside the classroom (Wang et al., 2024).
Several systematic reviews have indicated that artificial intelligence in education not only
transforms teaching and learning processes but also the dynamics of pedagogical decision-
making and institutional management, increasing the informational complexity faced by teachers
(Wang et al., 2024). This complexity demands new professional skills focused on the critical
interpretation of information and the ethical and reflective use of intelligent technologies.
In this context, proficiency in strategic languages becomes centrally important. English remains
the dominant language in scientific production, technological development, and technical
documentation related to artificial intelligence. Portuguese plays a fundamental role in
educational and academic networks connecting Europe, Latin America, and Africa, facilitating
knowledge transfer processes in culturally diverse contexts. Chinese, for its part, is positioned as
a key language in the development, application, and governance of advanced artificial intelligence
systems with global impact, especially in the educational field (Wang et al., 2020; Rios, 2025).
This article proposes a critical and expanded reflection on the importance of these languages for
the management of artificial intelligence and human interactions in teaching, from an information
management perspective oriented toward educational sustainability and human well-being.
1.1. Information management, artificial intelligence and teaching
Recent literature agrees that artificial intelligence in education cannot be understood solely as a
set of technical tools or automated solutions. On the contrary, it is configured as a complex
informational ecosystem that integrates data, algorithms, human decisions, regulatory
frameworks, and diverse sociocultural contexts (Wang et al., 2024). The effective management of
this ecosystem requires teachers to possess advanced information literacy skills, including the
ability to search, evaluate, interpret, contextualize, and communicate information generated or
mediated by intelligent systems.
From this perspective, language fulfills an essential mediating function between artificial systems
and human subjects. Most of the conceptual, technical, and regulatory developments in
educational artificial intelligence are primarily available in English, making this language a
requirement for professional development, critical understanding of the systems, and active
participation in international academic communities. However, information management
focused exclusively on a single language can generate cognitive, cultural, and emotional barriers
that affect the quality of teaching practice and limit the meaningful appropriation of technology,
especially in diverse educational contexts.
1.2. Multilingualism, access to scientific knowledge and information equity
Equitable access to scientific knowledge is one of the fundamental principles of information
management in education. While the dominance of English has facilitated the standardization of
scientific communication, it has also generated asymmetries in the production and dissemination
of knowledge that affect non-English-speaking academic communities. In this sense,
multilingualism emerges as a key strategy for reducing information gaps and promoting more
inclusive participation in the construction of scientific knowledge.
Portuguese plays a strategic role in disseminating knowledge in countries and regions where the
adoption of artificial intelligence in education is expanding, fostering processes of pedagogical
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Vol. 5 No. 1 (2025), [e-2513], Gestiones- Advanced Journal E-ISSN: 3028-9408https://gestiones.pe/index.php/revista © Advanced Studies Research
Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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contextualization, cultural adaptation, and critical appropriation of technologies developed in
other linguistic environments. Complementarily, Chinese represents a gateway to educational
models, institutional experiences, and technological developments that are redefining the global
landscape of artificial intelligence, particularly in Asia (Wang et al., 2020; Rios, 2025). Multilingual
information management allows teachers to compare approaches, understand different
technological design logics, and enrich human interactions in AI-mediated educational
environments.
2. Methodology
2.1. Mastery of English for the management of educational artificial intelligence
Mastery of the world's most widely spoken and strategic languages is now a determining factor
for the effective management of artificial intelligence and for the quality of teacher interactions
in digitized educational contexts. In a global scenario characterized by the intensive circulation
of information, the accelerated development of smart technologies, and the interconnection of
educational systems on an international scale, language is positioned as a key resource for
academic and professional cognitive power, especially in AI-mediated environments (Wang et al.,
2024).
English is consolidating its position as the predominant language in scientific production,
technological innovation, and the development of artificial intelligence systems. Most algorithms,
machine learning models, intelligent educational platforms, technical documentation, and
conceptual frameworks on artificial intelligence in education are initially produced and
disseminated in this language, making its proficiency a requirement for timely access to
specialized and up-to-date knowledge (Wang et al., 2024). Consequently, English proficiency not
only facilitates the technical understanding of these systems but also allows teachers to critically
interpret the results generated by artificial intelligence, participate in international academic
communities, and make informed pedagogical decisions from an information management
perspective.
From a commercial and geostrategic perspective, English is one of the main languages of global
technology, innovation, and education markets. Educational artificial intelligence platforms,
digital services, and smart learning environments operate in economic ecosystems where this
language predominates, which conditions both access to the tools and the understanding of their
operational logic. Teachers who are proficient in English are better positioned to evaluate
educational technologies, adapt solutions to local contexts, and participate in international
academic cooperation projects, thus strengthening their information management capacity in
complex educational environments (Pereira et al., 2025).
2.2. Chinese as an emerging strategic language in AI-mediated teaching interactions
Additionally, Chinese is gaining increasing relevance as one of the most widely spoken languages
in the world and as a strategic language in the development and application of artificial
intelligence. China has established itself as a central player in the research, investment, and
implementation of smart technologies in the educational, productive, and commercial sectors,
making Chinese a key language for understanding alternative models of technological and
educational development (Wang et al., 2020; Rios, 2025).
Proficiency in Chinese allows access to primary sources of knowledge, analysis of specific
technological approaches, and an understanding of cultural, organizational, and pedagogical
logics distinct from Western ones. In the context of AI-mediated teacher interactions, this
linguistic competence contributes to strengthening intercultural communication and enabling a
more critical interpretation of the assumptions implicit in intelligent systems. Several studies
have indicated that these systems are not neutral, as they incorporate cognitive and linguistic
cultural frameworks that influence how content is presented, data is interpreted, and educational
recommendations are generated (Wang et al., 2020).
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Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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Furthermore, proficiency in the world's most widely spoken languages, especially English and
Chinese, can act as a protective factor against information overload and teacher stress. Difficulty
managing complex, technologically mediated information has been associated with higher levels
of stress, burnout, and psychological distress in highly demanding educational and professional
contexts (Prasad et al., 2021; Valdez López et al., 2022). The ability to directly access original
sources, understand technical instructions without intermediaries, and communicate clearly in
complex digital environments reduces uncertainty, strengthens professional self-efficacy, and
fosters more adaptive coping strategies (Paredes Garcés & Chasi, 2020; Santamaría-Juárez, 2022).
From a well-being and positive education perspective, linguistic proficiency also contributes to
creating more favorable conditions for teachers' professional development. Strengthening skills
that increase a sense of control, understanding of the technological environment, and meaningful
participation in educational communities is associated with higher levels of well-being and
engagement in teaching practice (Seligman et al., 2009). In this sense, strategic multilingualism
focused on English and Chinese not only improves the management of artificial intelligence but
also contributes to preserving teachers' cognitive and emotional well-being—a key aspect for the
sustainable integration of technology.
In summary, the emphasis on mastering English and Chinese as global and commercially strategic
languages strengthens reflections on the management of artificial intelligence and teacher
interactions by recognizing language as a structural component of educational information
management. The conscious integration of these languages into teacher training and institutional
policies for educational innovation is fundamental for an informed, critical, inclusive adoption of
artificial intelligence that is oriented toward sustainable human development and supported by
a comprehensive understanding of psychological well-being and the impact of technological
environments on people (Palomino Quiroz, 2021; Wojujutari et al., 2024).
2.3. Human interactions, teaching and well-being in artificial intelligence environments
The integration of artificial intelligence into teaching has significantly increased the cognitive,
emotional, and organizational demands placed on teachers. Constant exposure to automated
systems, intensive information flows, and algorithm-mediated decision-making processes can
lead to information overload, stress, and burnout. Several studies have demonstrated high levels
of stress and coping difficulties in highly demanding and technologically advanced educational
and professional contexts (Prasad et al., 2021; Valdez López et al., 2022).
The difficulty in managing complex and multilingual information can intensify these experiences
of distress, especially when teachers lack the necessary language skills to understand how
systems work or to access specialized training resources. Research on academic stress and stress
perception shows that informational uncertainty acts as a significant stressor in contemporary
educational contexts (Paredes Garcés & Chasi, 2020; Santamaría-Juárez, 2022). In this sense,
developing proficiency in English, Portuguese, and Chinese can contribute to reducing
uncertainty, strengthening teacher self-efficacy, and promoting more adaptive coping strategies.
2.4. Artificial intelligence, positive education and teacher creativity
From the perspective of positive education, emotional well-being, motivation, and a sense of
purpose are recognized as essential conditions for meaningful learning and sustainable human
development. This approach highlights the importance of creating educational environments that
promote the personal and professional flourishing of both teachers and students (Seligman et al.,
2009). Artificial intelligence, when managed ethically and reflectively, can support these
objectives through personalized learning, adaptive feedback, and the design of innovative
educational experiences.
Recent research indicates that multilingual virtual environments combined with pedagogical
strategies such as gamification enhance creative thinking, active participation, and engagement
in digitally mediated educational contexts (Pereira et al., 2025). Within this framework, the
teacher's linguistic competence is fundamental for designing educational experiences that
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Vol. 5 No. 1 (2025), [e-2513], Gestiones- Advanced Journal E-ISSN: 3028-9408https://gestiones.pe/index.php/revista © Advanced Studies Research
Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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integrate artificial intelligence without reducing teaching to mechanical or impersonal processes.
Multilingualism expands the possibilities for pedagogical design and strengthens the human
dimension of teaching in digital environments.
3. Discussion
3.1. Chinese, a key language, in the management of educational artificial intelligence
China has established itself as a major player in the development and application of artificial
intelligence, including its large-scale implementation in education systems. Understanding these
developments requires not only technical knowledge but also a cultural and linguistic approach
that allows for the interpretation of the underlying ethical, pedagogical, and organizational
assumptions. Studies on psychological responses and social contexts in China show that
interactions with advanced technologies are deeply mediated by cultural and linguistic factors
(Wang et al., 2020).
The incorporation of Chinese as a strategic language in educational information management
allows teachers to access primary sources, broaden their overall understanding of artificial
intelligence, and participate in international debates that influence technological governance.
This openness is especially relevant for internationally focused information management
journals interested in comparative, multicultural, and interdisciplinary approaches.
3.2. Implications for the management of educational information
From an information management perspective, multilingualism should be considered a cross-
cutting and essential skill for teaching in the age of artificial intelligence. Educational institutions
face the challenge of designing training policies that integrate information literacy, linguistic
competence, and attention to the psychological well-being of teachers.
Evidence from psychological well-being assessment tools underscores the need for systematic
monitoring of the impact of technological environments on individuals, especially in highly
demanding educational contexts (Palomino Quiroz, 2021; Wojujutari et al., 2024). Information
management that is sensitive to language and human well-being not only improves the
effectiveness of educational artificial intelligence but also contributes to a more ethical,
responsible, and sustainable adoption of these technologies.
4. Conclusion
The reflections developed in this article allow us to affirm that English, Portuguese, and Chinese
play a strategic role in the management of artificial intelligence and human interactions in
teaching. Multilingual competence facilitates access to global scientific knowledge, strengthens
teachers' cognitive and emotional well-being, and fosters a more ethical, creative, and inclusive
integration of artificial intelligence in education.
For journals specializing in information management, this approach offers an integrative vision
that recognizes language as a strategic resource in the governance of educational artificial
intelligence. Future work could delve deeper into institutional training models that articulate
multilingualism, artificial intelligence, and teacher well-being as central pillars of contemporary
educational innovation.
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Reflections on the importance of English, Portuguese, and Chinese for managing artificial intelligence and teacher interactions
(Reflexiones sobre la importancia del inglés, portugués y chino para gestionar inteligencia artificial e interacciones docentes)
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Contributions from the co-authors: All co-authors have contributed to this article by mutual
agreement and are responsible for all information contained therein.
Mariela Liliana Ramos Santamaría (25%): Conceptualization, Data Curation, Formal Analysis, Fiorella
Rocio Bonilla Gamarra (25%): Resources, Methodology, Software.
María Nora Santamaria Ruiz (25%): Writing – original draft, Writing – revision and editing,
Zoila Ayvar Bazán (25%): Supervision, Validation and Visualization.
Research funding:With our own resources.
Declaration of absence of conflict of interest:The authors declare that we have no conflict of
interest that may have influenced the results obtained or the interpretations proposed.
Informed consent statement:The study was conducted in accordance with the Code of Ethics and
Good Publishing Practices.
Usability:This text is shared under the Creative Commons Attribution 4.0 International License (CC
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