The rapid integration of artificial intelligence into educational contexts necessitates the development of coherent, theoretically grounded pedagogical frameworks that go beyond the opportunistic deployment of individual tools. This paper presents a didactic model for AI-enhanced English language instruction designed for use in Central Asian higher education. The model synthesises a learner-centred educational philosophy with communicative language teaching principles and the technical affordances of generative AI language models. It is structured around five interrelated blocks — goal-setting, content, methodology, technology, and assessment — and is underpinned by five didactic principles: communicativeness, learner engagement, conscious learning, step-by-step progression, and individualisation. The paper describes the theoretical basis of the model, its structural components, and the conditions required for its effective implementation. Illustrative examples from practice at New Uzbekistan University and partner institutions demonstrate how the model operates in real instructional contexts. The proposed framework offers a replicable template for teacher educators, curriculum designers, and policymakers engaged in the systematic integration of AI into language education.

Didactic model, AI integration, EFL pedagogy

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