Lifelong learning is indispensable for EFL teachers, yet traditional professional development (PD) often fails to be continuous, or personalized. This study explored the potential of AI-assisted coaching to address this gap within under-resourced public schools in Iran. Employing an interpretative phenomenological analysis (IPA) design, the researchers collected the data through semi-structured interviews, reflective journals, and classroom observations from 17 Iranian in-service EFL teachers following a 2-week blended AI coaching workshop. Findings revealed that the teachers perceived that AI tools supported continuous professional development (CPD), by providing tailored feedback, facilitating reflective practice, and empowering data-driven teaching modifications. Challenges included infrastructural inequalities, ethical concerns, and tensions between AI reliance and teacher autonomy. The findings highlight AI’s potential as a scaffold for adaptive teaching while stressing the need for culturally responsive, equitable, and teacher-centered AI incorporation. The findings prioritize the development of teacher-controlled AI tools that respect autonomy while offering context-sensitive support.