Artificial Intelligence (AI) is rapidly reshaping English Language Teaching (ELT) worldwide, which pushes all educational systems to adapt accordingly. Guided by Rogers’ Diffusion of Innovations Theory (2003), this study examines public high school teachers’ readiness for AI integration by exploring their adoption practices, perceptions, and the institutional barriers they encounter. A mixed-methods questionnaire, including both closed- and open-ended items, was administered to 97 public sector EFL teachers. Quantitative findings indicate a high level of engagement, with 73.2% of respondents reporting active use of AI tools in their professional practice. In addition, 70.1% consider school-wide integration of AI to be feasible under current educational conditions. However, a Chi-square test of independence revealed a statistically significant association (χ²(1) = 5.941, p = .015), suggesting a notable gap between usage and perceived effectiveness. While many teachers adopt AI in their preparatory routines, 54.6% report that it does not effectively address existing classroom challenges. Qualitative findings, interpreted through Rogers’ framework, point to structural constraints that limit full integration. These include infrastructural limitations (84.5%), techno-pedagogical challenges (68.0%), and concerns about pedagogical effectiveness (62.9%).