The Korean Ministry of Education has recently undertaken a notable initiative to integrate AI digital textbooks into its educational reform strategies. This development, while promising, has also raised anticipation and concern, reminiscent of the mixed responses and challenges that accompanied the initial introduction of digital textbooks in the mid-2000s. The aim of this study is to scrutinize the lessons derived from the preliminary use of digital textbooks in junior secondary English classrooms, offering vital considerations for the successful implementation and practice of AI digital textbooks. Employing a critical literature review as the research method, this study systematically evaluates and interprets extant research on digital English textbooks’ utilization among junior high school students and teachers in the Korean EFL context. The findings reveal that the mere creation of AI-enhanced English textbooks is not a guarantee of success. Instead, the effectiveness of these tools largely depends on English teachers’ capabilities to adeptly navigate and utilize the rich functionalities and analytical prowess provided by these advanced platforms. Furthermore, the educators’ skill in pedagogically integrating these AI resources is paramount. The study also emphasizes the necessity for the AI digital textbooks’ design and development process, as well as teacher training initiatives, to comprehensively incorporate the cognitive, emotional, and physiological characteristics of early to mid-adolescent learners. As an implication, the study posits that the Ministry of Education’s ability to capitalize fully on the AI digital textbook initiative requires the enthusiastic involvement and input of all key educational stakeholders, including both educators and students. This active and inclusive participation is essential in navigating the path ahead for educational technology in South Korea.