Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Indonesian Journal of Pedagogy and Teacher Education Journal of English Language Teaching and Applied Linguistics
Mehdi Manoochehrzadeh
Zerodale Inc
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Sustainable Development in Teaching: Examining Puzzle-Based Instruction, Professional Success, and the Role of AI-Driven Education Mehdi Manoochehrzadeh
Journal of English Language Teaching and Applied Linguistics Vol. 2 No. 1 (2026): Journal of English Language Teaching and Applied Linguistics
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jaiela.v2i1.57

Abstract

Background: Recent scholarship emphasizes critical pedagogy and learner-centered approaches as cornerstones of sustainable ELT, aligning with UNESCO’s Education for Sustainable Development (ESD) goals. One promising pedagogical framework is Puzzle-Based Instruction (PBI), which engages learners through problem-solving, discovery, and critical thinkingAims: This study investigates the interplay between puzzle-based instruction (PBI), teachers’ professional success, and the integration of AI-driven educational tools as a catalyst for sustainable development in English language teaching (ELT). Specifically, it examines the prevalence and application of PBI principles among Iranian English language teachers (IELTs) in high schools and universities, alongside the extent to which learner-centered approaches are adopted in classroom practice.Methods: A stratified random sampling method was used to select 35 IELTs from diverse EFL contexts in Iran. Data were collected using two validated instruments: The inquiry-led puzzle teaching review (comprising five subsections and nine scenarios) and the Successful Iranian EFL Teacher Questionnaire (SIETQ), which encompasses 12 professional competence factors.Result: The study found a significant link between knowledge of PBI and professional success, with BA- and MA-level teachers showing lower awareness and engagement with socio-political content. It highlights the need for targeted professional development to improve PBI competence and critical thinking. Additionally, the research underscores the transformative potential of AI-driven education, like adaptive learning systems and automated feedback tools, to enhance reflective practice and support personalized instruction.Conclusion: Implications are offered for policymakers, curriculum designers, and teacher educators seeking to integrate both critical pedagogical and technological dimensions into ELT.
From Skill Acquisition to Professional Agency: Rethinking EFL Teachers’ Professional Development in the Age of AI Hamed Barjesteh; Hossein Isaee; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Forthcoming Issue (April)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.598

Abstract

Background: The rapid emergence of artificial intelligence (AI)–assisted tools has begun to reshape English as a Foreign Language (EFL) teaching practices, raising new questions about teachers’ roles, autonomy, and professional growth. While previous research has addressed professional development (PD) needs in traditional and online contexts, limited attention has been given to AI-mediated teaching environments. Aims: This study aims to explore EFL teachers’ perceptions and lived experiences of AI-assisted language teaching, particularly in relation to professional agency, identity, and emerging professional development needs. Methods: This study adopted a qualitative interpretive phenomenological approach. Data were collected through in-depth semi-structured interviews with 10 experienced EFL teachers who had engaged with AI tools in instructional, assessment, or material development practices. The data were analyzed using reflexive thematic analysis. Results: The findings reveal that teachers perceive AI as both a pedagogical support and a source of professional tension. While AI enhances efficiency, feedback provision, and instructional design, it also raises concerns related to loss of control, ethical responsibility, assessment validity, and role ambiguity. Teachers continuously negotiate their professional agency and identity when integrating AI into their practices. Furthermore, traditional PD frameworks are found to be insufficient in addressing these challenges. Conclusion: The study highlights the need to reconceptualize EFL teacher professional development by emphasizing critical AI literacy, ethical awareness, and agency-oriented pedagogical decision-making. Professional development should move beyond technical training to support teachers as reflective and autonomous professionals in AI-mediated educational environments.
Co-Authors Hamed Barjesteh Hossein Isaee