Professional Development
2 articles filed under this keyword.
The Use of Artificial Intelligence to Support English Language Teachers in their Professional Development
Ebrahim Mohammadkarimi, Jamal Ali Omar
Artificial intelligence (AI) is rapidly transforming various fields, including education. It is increasingly being integrated into teaching and learning processes worldwide. This study aims to examine the impact of AI on English language teachers' professional development. A total of 207 English teachers from various Iranian institutions participated in the study. Employing a mixed-methods approach, the study utilized a Likert-scale questionnaire and semi-structured interviews to gather data. The findings revealed that the majority of participants viewed AI positively, perceiving it as beneficial for their professional growth, curriculum enhancement, and student performance. However, several challenges were identified, including the need for additional training and concerns related to privacy. The study concludes with recommendations for optimizing AI implementation, emphasizing the importance of tailored training programs, robust ethical guidelines, and collaborative tools. The insights from this research are expected to assist educators, policymakers, and AI developers in effectively integrating AI into educational settings.
Volume 12 · Issue 6 · December 2025From Hierarchy to Harmony
Qismat M. Zahawi, Dlakhshan Y. Othman
Teacher leadership, a concept gaining prominence in educational discourse, denotes the active involvement of educators in influencing practices and policies within and beyond their individual classrooms. This study explores the multi-faceted nature of teacher leadership, specifically focusing on eliciting teachers’ perceptions, practices, and institutional conditions shaping Kurdish EFL teachers’ leadership in Kurdistan Region (KR) universities. To this end, the research adopts a mixed method research design using a questionnaire and a set of open-ended questions. The results of the questionnaire highlight a critical division in Kurdish EFL teachers’ practice of academic leadership. While Kurdish tertiary EFL teachers report a high degree of pedagogical freedom and self-efficacy at the individual level, they view their leadership power more negatively when it comes to participation in broader institutional governance. Furthermore, the open-ended questions revealed similar results. Teachers remain individually autonomous in their own teaching/research, but collectively marginalised in administration and governance. The findings provide actionable recommendations for policy makers and administrators to nurture a more inclusive, participatory, and a sustainable model of faculty empowerment and teacher leadership in the Kurdish context.