Enhancing English Language Teachers’ Pedagogical Content Knowledge (PCK) through Artificial Intelligence and Educational Technology in the Iranian Context

This conceptual study investigates the role of Artificial Intelligence (AI) and educational technology in enhancing the Pedagogical Content Knowledge (PCK) of English language teachers within Iranian educational environments. Drawing on Shulman’s seminal work on PCK (۱۹۸۶) and its extension into TPACK by Mishra and Koehler (۲۰۰۶), this analysis highlights the growing need for English language teachers to integrate technological expertise with pedagogical and subject-matter knowledge to meet modern classroom requirements. It also examines how AI-powered tools such as adaptive learning systems, feedback software, and data-driven diagnostic platforms enable English language teachers to engage in reflective practices, respond more effectively to diverse learning needs, and design differentiated learning pathways for learners at varying levels of proficiency. In addition, this analysis provides contemporary examples demonstrating how AI-driven solutions can optimize planning processes, improve assessment outcomes, and support effective and proficient classroom management. At the same time, it identifies several major challenges faced by EFL teachers in the Iranian educational context in adopting AI-powered solutions due to limitations in infrastructure, connectivity, and accessibility, which affect the effective integration of AI into English language teaching across all stages of the learning process.

کلیدواژه ها:

Artificial Intelligence ، Educational Technology ، Pedagogical Content Knowledge ، TPACK ، EFL Teachers ، Iran