Human-Centred AI Microcredential for English Teachers: Designing and Evaluating a Practice-Oriented Professional Development Model

Abstract

The rapid adoption of generative artificial intelligence (GenAI) is transforming English language teaching while creating new challenges related to teacher competence, assessment, academic integrity, verification, privacy, and student agency. This conceptual research article proposes a Human-Centred AI Microcredential for English Teachers designed as a four- to eight-week professional-development intervention. Unlike lecture-based technology training, the proposed model emphasizes practical experimentation, ethical decision-making, lesson redesign, AI-assisted feedback, output verification, and preservation of teacher and learner agency. Participants are expected to produce classroom-ready instructional artifacts and an individual implementation commitment. The proposed evaluation methodology combines pre- and post-course assessment, rubric-based evaluation of participant artifacts, semi-structured interviews, and a 30-day follow-up. The framework integrates technological, pedagogical, ethical, and reflective dimensions of AI literacy and positions teachers as informed decision-makers rather than passive technology users. The article argues that effective AI professional development should measure not only knowledge acquisition but also teachers’ ability to critically evaluate AI outputs, redesign learning activities, establish appropriate boundaries for AI use, and translate professional learning into classroom practice.