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The use of generative artificial intelligence has changed the discussion about online English teaching. After the pandemic, the question is no longer only whether online learning can sustain competencies, but how AI should be integrated without weakening learning, assessment, and equity. The objective of this research was to propose a framework for the responsible integration of AI in online and hybrid English teaching in Panama, based on gaps identified in national studies on competencies, online learning, and face-to-face instruction. An applied documentary study was conducted using directed thematic analysis of scientific literature and reference documents published between 2017 and 2026. The findings were organized into four areas: language competencies, teacher role, authentic assessment, and ethical risk management. The bibliographic analysis shows that AI can support distributed practice, immediate feedback, preparation of oral and written tasks, and personalization of resources. Based on the analysis, criteria are proposed to guide the use of AI in English tasks, especially in reading, writing, listening, speaking, interaction, and assessment. It is concluded that AI should not be treated as a substitute for the teacher or as an unrestricted resource without rules. Its value depends on clear objectives, evidence of the student’s process, data protection, teacher training, and assessment based on real performance.
