Dies ist eine Übersichtsseite mit Metadaten zu dieser wissenschaftlichen Arbeit. Der vollständige Artikel ist beim Verlag verfügbar.
Transforming language teacher education in the Global South
0
Zitationen
4
Autoren
2026
Jahr
Abstract
Generative artificial intelligence is reshaping language education, yet teacher training in many Global South countries remains uneven, and evidence on CELTA teacher readiness remains limited. This study examined the readiness of CELTA-certified English language educators in Saudi Arabia, Turkey, Pakistan, and Uzbekistan to use generative AI via a convergent mixed-method design. Data were collected from 120 teachers through task-based performance assessments guided by the artificial intelligence assessment scale, semi-structured interviews, and digital teaching logs. The results show strong functional AI literacy and pedagogical adaptability, alongside weaker ethical awareness related to data privacy, algorithmic bias, and responsible use. Differences across countries were more strongly associated with institutional support, infrastructure, and policy alignment than with teaching experience. The findings support the embedding of AI literacy and ethics into CELTA-oriented preparation to promote equitable, context-responsive teacher education.
Ähnliche Arbeiten
Determining Sample Size for Research Activities
1970 · 17.666 Zit.
Scale Development : Theory and Applications
1991 · 14.736 Zit.
Online Learning: A Panacea in the Time of COVID-19 Crisis
2020 · 4.918 Zit.
Systematic review of research on artificial intelligence applications in higher education – where are the educators?
2019 · 4.442 Zit.
Blended learning: Uncovering its transformative potential in higher education
2004 · 4.406 Zit.