Generative Artificial Intelligence (AI) tools are transforming language education in university settings. Unlike previous technologies that primarily supported teaching or enriched learning environments, generative AI introduces a qualitative leap that challenges long-standing pedagogical methods, epistemological assumptions, educator perspectives and institutional structures. This article outlines the evolution of technology use in Italian university language centres, highlighting how AI demands a rethinking of educational objectives, teaching roles, and assessment practices. It explores AI’s pedagogical potential— including personalization, automated feedback, and cultural-linguistic inclusivity—while emphasizing the ethical and institutional challenges posed by a foreseeable rapid adoption of the new tools. Drawing on frameworks from UNESCO and international initiatives, the article argues for a human-centred, collaborative approach where AI supports but does not replace educators. Finally, it shares practical examples from the author’s teaching practice that illustrate how AI can foster critical thinking and learner autonomy within a new triangular paradigm involving teachers, students, and AI systems.
