TESOL AIDT SIG Newsletter 2026
Volume 1, February 2026
Welcome to the AI and Advanced Technologies in Education Special Interest Group (AIDT SIG TESOL Conferences previously TESOL Arabia).
My name is Yousra Ferchichi, and I have the privilege of serving as Chair of the AIDT SIG within TESOL Conferences, an affiliation with TESOL International Association. It is a responsibility I hold with gratitude, as this group brings together educators, researchers, technologists, and specialists who are genuinely committed to shaping the future of education through thoughtful innovation and a growth-oriented mindset.
Our SIG was created as a collaborative space to explore the evolving landscape of AI and advanced technologies in education. Through regular meetings, webinars, conference sessions, coffee chats, and professional development events, we aim to support English language educators worldwide in navigating technological change with confidence and pedagogical clarity.
Central to our work is the ethical and responsible integration of AI and advanced technologies in teaching and learning.
I would like to extend my sincere thanks to everyone who attended our series of webinars. Your engagement, reflections, and questions enriched each session and reinforced the spirit of shared learning that defines our community. I am especially grateful to the teachers and colleagues who generously volunteered their time and expertise to deliver these sessions as free professional development. Their willingness to contribute reflects the generosity and collegiality that make this SIG meaningful.
My appreciation also goes to those who connected with us during the TESOL conference and to those who have remained engaged afterward. Whether you participated in discussions, attended meetings, or reached out to explore collaboration, your involvement strengthens our collective work.
We look forward to continuing to grow this vibrant community, one where knowledge is shared openly, ideas are thoughtfully discussed, and projects are co-created to support educators and learners across diverse contexts.
With appreciation and kindness,
Yousra Ferchichi
Chair, AI and Advanced Technologies in Education SIG
TESOL Conferences
by Nelli Bondareva
During my session in Dubai, one particularly meaningful moment occurred when participants
were invited to interpret a visual advertisement without relying on written or spoken language.
The discussion that followed demonstrated how deeply meaning can be constructed through
image, composition, symbolism, and layout. It served as a reminder that literacy in contemporary
English language classrooms extends beyond grammar and vocabulary.
As we examined multilingual literacies, participants reflected on common classroom situations in
which learners hesitate to speak or avoid open disagreement. These behaviors are often
interpreted as low motivation. However, when viewed through cultural orientations such as
power distance or uncertainty avoidance, participation patterns begin to appear differently.
Silence may reflect respect for authority. Caution may signal fear of public error rather than lack
of engagement.
We also explored digital storytelling and the integration of artificial intelligence as tools that
allow learners to express identity through visual design, voice, and multiple languages. The
session reaffirmed an important lesson: effective teaching requires careful interpretation of
learner behavior and intentional design of environments in which multilingual students can
construct and communicate meaning with confidence.
Bio:
Nelli Bondareva is Chair of the Bilingual Multilingual Education Interest Section at TESOL
International Association. She is a published author and researcher specializing in multilingual
literacies and heritage language education. She serves as an ELTons Awards judge and presents
internationally on multimodal and culturally responsive English language teaching.
Dr. Melanie Gobert
On 7–8 February 2026, the 30th International Conference & Exhibition, hosted by TESOL Conferences FZ, LLC, brought together educators, researchers, and language professionals at American University in Dubai for two dynamic days of professional learning and collaboration.
Under the theme “Enhancing ELT: Empowering Learners in an AI Inclusive Era,” the conference explored how innovation and inclusion can meaningfully intersect to shape the future of English Language Teaching. The anniversary edition marked a significant milestone, reflecting three decades of professional growth, research, and leadership within the TESOL community.
A Milestone Anniversary: Reflection and Vision:
A highlight of this year’s program was the PechaKucha Anniversary Session, which featured founding voices and long-standing TESOL leaders. In the engaging 20 slides × 20 seconds format, presenters shared personal narratives of transformation, charting the evolution of ELT practice, leadership journeys, and the expanding role of technology in education. The session offered both reflection and forward-looking insight, reminding participants of the field’s adaptability and resilience.
The Unconference Experience: Dialogue in Action
Participants also engaged in a vibrant Unconference Session, an open, participant-led forum designed to encourage collaborative dialogue. Educators proposed topics, discussed emerging research, and explored bold ideas surrounding AI integration and learner empowerment. The informal structure fostered authentic peer exchange and professional networking, with contributing participants receiving certificates of involvement in recognition of their active engagement.
AIDT SIG Zone: Hands-On Innovation
The AIDT SIG Zone provided interactive, experiential learning opportunities. Attendees explored AI-powered teaching tools, digital learning design strategies, gamified assessment models, and creative classroom applications. The hands-on format enabled participants to experiment with practical solutions and consider immediate implementation in their own contexts.
Community, Collaboration, and the Road Ahead
Beyond the sessions, the conference created space for meaningful connections and professional celebration. Whether seasoned TESOL practitioners or new members of the community, participants experienced a shared commitment to inclusive, forward-thinking ELT practice.
As one of the conference organizers, Melanie and the organizing team extend sincere appreciation to all speakers, contributors, and attendees who made this 30th anniversary edition both memorable and impactful.
The 2026 conference not only honored TESOL’s legacy but also set a confident direction for its next chapter, where innovation, inclusion, and learner empowerment continue to guide the profession forward.
Plamen S. Kushkiev, EdD
Despite the exponential growth in research and scholarship around AI use since the birth of ChatGPT in late 2022, English language teaching educators’ perceptions of and attitudes toward the use of GenAI in their contexts remain understudied.
To address this gap, the author conducted an autoethnographic study (Ellis, 2004) in his English for academic purposes classes over three academic semesters in 2024 and 2025. Data were generated from his teacher learning journal (Moon, 2006) and regular interactions with ChatGPT as a differently knowledgeable other (Kushkiev, 2025). This inquiry was informed by three AI literacy models as a conceptual framework, one of which being UNESCO’s (2024) AI Competency Framework for Teachers.
Applying Braun and Clarke’s (2021) reflexive thematic analysis to configure codes out of the data and collate them into themes, the researcher actively constructed three study results. First, building his AI literacy directly relates to his continuous professional learning as an adult educator. The teacher and students working collaboratively to analyze the chatbots’ limitations and affordances and further develop their AI literacy informed the second result: responsible integration of GenAI can (re)humanize pedagogical approaches. AI is purposefully integrated to forefront human connection and foster reflective dialogue. Third, rather than consuming GenAI’s output passively, teachers and learners create a dialogic space in which students are active partners and responsible collaborators, contributing to AI use guidelines in assessment design, teaching and learning approaches, and classroom interaction patterns.
This study demonstrated the need to adapt teaching approaches to engage the learners as active partners in pedagogical decision-making about AI use. AI literacy becomes a prerequisite for professional development and effective teaching.
References
Braun, V., & Clarke, V. (2021). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 1-24. http://dx.doi.org/10.1037/qup0000196
Ellis, C. (2004). The ethnographic I: a methodological novel about autoethnography. Walnut Creek, CA: AltaMira Press.
Kushkiev, P. S. (2025). Learning with ChatGPT: An adult educator's journey of building critical AI literacy. Journal of Digital Life and Learning, 5 (1), 25-44. https://doi.org/10.51357/jdll.v5i1.352
Moon, J.A. (2006). Learning journals: A handbook for reflective practice and professional development (2nd ed.). www.routledge.com
UNESCO (2024). AI competency framework for teachers. https://unesdoc.unesco.org/ark:/48223/pf0000391104
Bio:
Dr. Plamen Kushkiev is a Canadian college professor, researcher, and SoTL Scholar Award recipient. His research explores the ethical integration of GenAI in language classrooms through critical AI lenses. Plamen is a frequent presenter and featured speaker at international ELT conferences on topics around teacher identity and GenAI in education.
Nabila Dahmoune, EFL Teacher | Teacher Trainer | Online TEFL Course Facilitator Affiliation: Public High School (Bejaia, Algeria) Online Private South African TEFL Academy (South Africa)
1. Reflecting on your professional journey, what pivotal experiences have shaped your expertise in applying AI and digital technologies to language teaching and learning?
My journey with educational technology began in 2018 when I used Google Classroom for my own professional development; that experience shaped how I later used tech in my teaching, especially during COVID-19.
I found social media groups and messaging apps limited for professional learning with teenagers; that pushed me to seek structured CoPs. The British Council WhatsApp communities — especially “Teaching with Technology” — introduced me to new platforms and practical ways to use AI tools in PD and classrooms.
The decisive turning point was EVO DBP-25: “Delivering Best Practices in Distance and Blended Courses With AI.” That intensive course taught me to design lessons, assignments, quizzes, and full courses using AI tools. It changed my practice: I began routinely integrating AI into lesson design, assessment, and teacher training.
2. What major milestones or shifts in AI and educational technology do you believe have most significantly influenced current TESOL practices worldwide?
The rise of conversational and generative AI (e.g., ChatGPT and other copilots) that supports writing, feedback, and lesson ideation.
Accessible multimodal and creative platforms (e.g., Canva, Diffit) that let teachers produce engaging materials quickly.
Classroom and assessment platforms (e.g., Google Workspace, Quizizz, Kahoot, Quizlet, Padlet) that enable interactive learning and fast formative checks.
Integrated assistant tools and teacher-focused platforms (e.g., MagicSchool, Gemini, Copilot) that speed planning, differentiation, and resource creation. Together, these shifts have lowered barriers to design, personalized learning, and continuous assessment.
3. What best practices would you recommend for educators looking to integrate AI tools effectively and ethically into their classroom instruction?
Start small and practical: learn 1–2 tools deeply rather than many superficially. Use them for clear tasks (e.g., lesson planning, formative feedback, quick diagnostics).
Prioritize pedagogy: choose tools that support learning goals, not gadgets for their own sake. Ask: “How does this help learners communicate, think, or use language?”
Ensure transparency and academic honesty: teach students how AI is used, set clear expectations about acceptable use, and design assessments that require process and reflection.
Protect privacy and data: check platforms’ privacy policies and avoid sharing sensitive student data.
Build digital literacy: help learners evaluate AI outputs, detect errors, and revise generated language.
Reflect and iterate: gather student feedback, review outcomes, and adjust tool use to fit your context and learners’ needs.
4. From your experience with teachers and learners, which digital tools or AI-driven approaches have produced the most meaningful gains in language learning outcomes?
AI-supported lesson design and material generation help teachers create up-to-date, level-appropriate, and interest-based lessons quickly, increasing learner engagement.
Formative assessment tools (e.g., Quizizz, Quizlet, Kahoot) boost motivation and provide immediate feedback; when paired with teacher reflection they lead to measurable gains. I prefer Quizizz for lower-stakes practice because it reduces stress compared to highly competitive formats.
Tools that enable personalization (adaptive quizzes, differentiated worksheets, AI-generated scaffolded prompts) help reach diverse learners and accelerate progress.
Collaborative cloud tools (Google Docs, Padlet) plus AI feedback loops support writing practice and peer review, improving accuracy and fluency over time.
5. For educators interested in developing deeper expertise in AI and digital technologies within TESOL, what professional habits, learning pathways, or communities of practice would you suggest?
Adopt a growth mindset: experiment, fail fast, reflect, and iterate. Hands-on practice matters more than theory alone.
Follow a structured learning path: take targeted courses (EVO sessions, MOOCs), attend webinars, and join active CoPs (e.g., British Council “Teaching with Technology”).
Commit to regular micro-PD: schedule short weekly sessions to try a new tool or feature, then apply it the following week.
Share practice: participate in local or online teacher communities to exchange lesson examples and troubleshooting tips.
Curate a toolkit: identify 2–3 core tools that fit your teaching style (I use MagicSchool, Canva, and Diffit regularly) and supplement them as needed.
Mentor and be mentored: teach a colleague what you learned — explaining deepens your mastery.
6. As AI continues to evolve, through multimodal learning, intelligent tutoring systems, and generative technologies, what emerging trends do you believe will shape the future of TESOL?
Widespread personalization: AI will provide adaptive pathways that target learners’ lexical, grammatical, and pronunciation needs in real time.
Multimodal language practice: learners will use speech, image, and video with AI feedback (e.g., pronunciation scoring, gesture and discourse analysis) for richer multimodal communicative tasks.
Intelligent tutoring and formative analytics: systems will offer fine-grained diagnostics and suggested interventions, enabling targeted teacher action and timely remediation.
Co-creation workflows: teachers and AI will collaborate to design differentiated, culturally relevant materials at scale, freeing teachers to focus on facilitation and feedback.
Ethical and literacies emphasis: digital and AI literacies — understanding bias, source verification, and ethical use — will become central to language curricula.
Assessment redesign: authentic, process-based assessments (portfolios, oral tasks with AI-assisted scaffolding) will complement or replace some traditional high-stakes tests.
Finally, human skills (critical thinking, creativity, intercultural competence) will gain emphasis as AI handles routine scaffolding — teachers will guide higher-order communicative and social competencies.
EFL teacher and trainer from Algeria with 20+ years in high school teaching, 10+ years training teachers, and 5+ years facilitating online TEFL courses. Enthusiastic lifelong learner who believes CPD is essential for all educators. I champion technology and AI as tools to support teaching and learning — useful servants, never masters
Robert Martinez: Head of Innovation and Digital Presence at Lacunza IH, San Sebastian, Spain. Affliation: AIDT SIG
1. Reflecting on your professional journey, what pivotal experiences have shaped your expertise in applying AI and digital technologies to language teaching and learning?
I’ve always been interested in technology and how it enhances learning, but it was in 2009 when I completed the Trinity-validated CertICT by TheConsultants-e.com that I realized learning technologies and their integration were something I was passionate about. In 2012, I started tutoring on the same course and have been involve din teacher education projects in this area since then. 2016 I completed my 2nd MA in Digital technologies for Language Teaching (double distinction) with the University of Nottingham and while AI was not popular yet, it helped me consolidate my prior experience and desire to better understand how to enhance language learning through the ethical and responsible use of technologies. In 2022 when ChatGPT came out, I started using it right away and loved the exploration of the tool and how it has changed and evolved so quickly in just 3 years! All of these experiences have shaped how I use AI and digital technologies in language teaching and teacher education both at a personal level and in teacher education.
2. What major milestones or shifts in AI and educational technology do you believe have most significantly influenced current TESOL practices worldwide?
I think that there are 3 major shifts: The first one is adaptive learning systems as these allow learning analytics to personalize learning and this is powerful – this is real differentiation on the spot! The second one is the evolution of multimodal genAI – going from just text to being able to interact via speech, text, images, has changed how we approach skills development. And the third one is ai in assessment and how it is being integrated into scoring and analytics.
3. What best practices would you recommend for educators looking to integrate AI tools effectively and ethically into their classroom instruction?
First of all, teachers need to become AI literate, and understand the basics so that they are able to use it ethically and responsibly. This is no easy task as there is a lot to learn about e.g., age of consent, academic use, specific local legislation, etc. However, this is essential. Then, all of this needs to be grounded on pedagogy so that our decisions are grounded on learning principles and not flashy technology. Also, we need to use it ethically and transparently so that we also model it for our students and this way we educate them in the appropriate use of AI. Next, is scaffolding the use of AI with students and this should be intended just as my choice of stages in this answer. There’s intention behind the different aspects I mention and the order I mention them in. Finally, regular evaluation of genAI use should become a routine to see what is happening, how it is happening and the impact it is having on our students and their and our own learning.
4. From your experience with teachers and learners, which digital tools or AI-driven approaches have produced the most meaningful gains in language learning outcomes?
I think that in language learning the ones that are at the top of the list are those that allow for dictation and automatic speech recognition as this was only possible in the classroom while now ss are able to continue to work on and develop their speech anywhere using AI. I’d also say that retrieval practice platforms like quizlet, Socrative, kahoot, etc. are becoming better, thanks to ai, in helping ss retain vocabulary in more meaningful and lasting ways. Also, instructional design where we require learning to experiment multimodal learning tasks e.g. text, visuals, audio, video really help with learner engagement.
5. For educators interested in developing deeper expertise in AI and digital technologies within TESOL, what professional habits, learning pathways, or communities of practice would you suggest?
I’d say that continuous micro-learning e.g., through webinars; free online courses, newsletters and podcasts would be the first and more accessible way to do this – it is something I do so first-hand experience. Also, joining communities of practice on Facebook e.g., Joe Dale’s Language Teaching with AI and many others would be a good idea. Piece of advice – don’t be overwhelmed by the sheer amount of possibilities! Choose one or two and stick to them otherwise it can be demotivating trying to catch up with everything all the time. The same applies to AI tools – just explore and use a few and stick to them until you know them well before checking others otherwise it can easily become a rabbit hole! Next, I would suggest to adopt a structured upsklling approach – choose a course in instructional design, learning technologies or AI literacy as this would give you the ground work we all need. There are lots of free online courses which are worth doing and an easy place to start! And finally, experiment, reflect and refine – as educators we need to be the ones who are experimenting, reflecing and refining our trade. How are we going to model ethical and responsible use when we don’t know the difference between one and the other! Remember, AI can support teachers, but we, teachers, inspire learning!
6. As AI continues to evolve, through multimodal learning, intelligent tutoring systems, and generative technologies, what emerging trends do you believe will shape the future of TESOL?
I think that multimodal learning and assessment will become more and more present as this reflect real world communication – text, speech, video, etc. In addition, we can see a lot of AI learning tutors (I use the GPT Tutor Me and I love it!) so I think these will become more and more available as a way to get extra practice – not replace teachers. Also, AI as a classroom collaborator will become more present as teachers’ level of AI literacy improves and they use it ethically and responsibly to support their creative process. This, in turn, will mean more data-informed teaching in a context where we are all more aware of ethical regulation and clearer standards.
Bio:
Robert has worked in the field of ELT in Colombia, Italy, The UK, Canada, Singapore, Egypt, Spain, Bulgaria, Vietnam, France and Romania since 1994. He speaks fluent Italian & Spanish, B2 French and rusty Portuguese! Robert has trained teachers in many countries, assessed and moderated Cambridge Teaching Awards all over the world, presented for Cambridge in Italy and Spain. He holds the Cambridge CELTA, DELTA, the Trinity-validated CertICT (Distinction), a Post Graduate Dip TESOL, an MA TESOL (Merit), an MA Digital Technologies for Language Teaching (Double Distinction), a Post Graduate Dip in Academic Management (Distinction), the NILE MA in Professional Development for Language Education (Merit), and the Professional Diploma in Digital Learning Design (Distinction). He is an Inspector for both IHWO and Eaquals and a Board Trustee. He has been an eModerator for various boards: the Distance DELTA, IHCYLT, NILE eMod course, collaborates with IDP IELTS, and is a CELTA Tutor & Assessor. He’s a TESOL-SPAIN Area Coordinator for Gipuzkoa, and an Ambassador for TESOL Conferences and EduVerse. He can be found on LinkedIn at https://www.linkedin.com/in/robertmartinez1/ and he has a YouTube channel for teachers @LearningTogetherWithRobert
Rajaa Laghrissi
AI as a Teacher Assistant and Critical Friend:
A Practical Approach for Today’s Classrooms
Artificial Intelligence has quickly moved from a futuristic idea to a useful tool in the classroom. In my professional development workshops, I present AI not as a substitute for teachers, but as a Teacher Assistant and a Critical Friend. This means it supports, challenges, and helps with planning, feedback, and student-centered learning.
As a Teacher Assistant, AI helps teachers by creating tailored activities, clarifying instructions, and providing examples for different proficiency levels. Research shows that AI-powered tools can guide learners, answer questions, personalize study support, and extend teacher presence beyond class time (Sozos & Zarris, 2023). When teachers give clear, specific prompts, AI produces relevant and meaningful responses, transforming it from a simple tool into a responsive assistant that strengthens instructional design and engagement.
AI can also serve as a critical friend; a role connected to reflective dialogue. Studies show that AI can question assumptions, offer new viewpoints, and encourage deeper analysis, similar to human critical friends (Ahmad et al., 2025). In practice, this allows teachers to refine success criteria, simplify instructions, or identify patterns in student errors. Research also indicates that generative AI can act as a collaborator, evaluator, and reflective partner, supporting professional experimentation (Teraif, 2025).
Using AI ethically and intentionally is essential. Teachers must model responsible use, ensuring students learn rather than rely on shortcuts. When educators interact actively with AI—asking questions, refining prompts, and evaluating responses—they experience improvements in efficiency, creativity, and clarity. Those who avoid AI miss valuable opportunities for growth.
When used thoughtfully, AI becomes a partner that deepens reflection, enhances teaching, and promotes meaningful learning.
References:
Ahmad, S., Chai, Z. F., & Mat Noor, M. S. A. (2025). Can artificial intelligence (AI) act as a digital critical friend in action research? Malaysian Journal of Action Research, 2(1), 52–63.
Sozos, S., & Zarris, D. (2023). Educational artificial intelligent chatbot: Teacher assistant & study buddy (Master’s thesis, Luleå University of Technology). Department of Computer Science, Electrical and Space Engineering.
Teraif, Z. (2025). Can AI be friends? An innovative approach to integrating generative AI as a critical friend in Bahrain Polytechnic’s English foundation programme.
Kasia Truszkowska
"AI is a tool, not a solution." When Jude said this halfway through our essay writing course,
I knew something had clicked. But let me back up.
Jude arrived in the UK this year for a summer course with a clear mission. He wanted to master academic English before university. Like many teachers, I could have banned AI from our sessions, posted warnings about plagiarism, and kept ChatGPT at arm's length. Instead, I did something riskier. I made AI our subject.
We didn't just write essays. We dissected how AI “thinks”, where it fails, and why it confidently produces nonsense when prompted poorly. We explored algorithmic bias, debated ethics, and spent hours crafting better prompts. The transformation was striking. Jude began seeing ChatGPT as a mirror reflecting the quality of his own thinking. Vague prompts? Vague essays. Precise questions? Useful feedback. He learned that improving his prompts meant improving his analysis, structure, and clarity.
By the end, Jude's reflection captured what every educator hopes to hear: "I can work with AI only if it's my work that I want to improve." He understood that the AI doesn't make mistakes. We do. And learning to identify those mistakes through AI became his pathway to becoming a stronger writer.
Perhaps that's the real lesson. AI isn't disrupting academic writing. It's revealing what academic writing has always required: critical thinking, clear communication, and genuine engagement with ideas.
Aisha Aslam, PhD Candidate in Applied Linguistics, The University of Queensland, Australia
A significant challenge facing IELTS instructors for several decades has been the limited availability of rigorous sample materials, especially true for the Listening module practice. With the emergence of Artificial Intelligence (AI), these constraints are no longer insurmountable. This article presents several innovative applications of AI that offer a robust solution to this long-standing pedagogical issue.
IELTS Listening Section 1 is known for "traps" or the “distractors”, where a speaker corrects themselves thus making the listening task more challenging. Use an AI (ChatGPT, Gemini etc.) to write custom scripts that include these traps. For example, prompt an AI for a hotel booking dialogue where the guest changes a name's spelling or arrival date. Convert these to audio using tools such as ElevenLabs. Now let your students practice identifying "false information" before committing to an answer.
IELTS listening uses a wide variety of accents. With AI tools, you can now take any transcript and "regionalize" it. Use AI voice tools (e.g. Speechify, ElevenLabs) to generate the same text in British, Australian, and American accents. In class, have students compare phonetic shifts across these regions. This builds the "listening muscles" needed for the fast-paced transitions in Sections 3 and 4.
Section 4’s academic monologues are often hard to source. Use AI to turn educational YouTube transcripts into "Gap-Fill" worksheets. Ask the AI to identify key nouns and numbers, following the "no more than two words" rule. This provides endless, fresh material, preventing students from simply memorizing old past papers.
Looking Back at My Journey as an Aspiring English Teacher — A Year of Growth, Grit, and Gratitude by Salman Karim
As this year comes to a close, I find myself reflecting on a journey that has been anything but linear. Becoming an English teacher hasn’t simply been a career choice for me—it has been a calling shaped by perseverance, continuous learning, and a deep desire to empower students.
The road wasn’t always smooth. There were moments of doubt, days when balancing work, studies, and professional development felt overwhelming, and countless challenges that pushed me beyond my comfort zone. Yet, each struggle became a lesson, and every setback opened a new door for growth.
What kept me moving forward was my commitment to excellence. This year alone, I completed numerous courses, workshops, and certification programs from globally renowned institutions—Cambridge University Press & Assessment, Britannica Education, Oxford University Press, ETS, and the U.S. State Department’s OPEN Program, to name a few. Every certification strengthened not only my skills but also my belief that great teaching begins with becoming a lifelong learner.
Through online teaching, curriculum development studies, and participation in professional conferences and training sessions, I learned that impactful education requires more than knowledge, it requires empathy, adaptability, and the courage to evolve.
Today, I stand with renewed commitment: to create inclusive classrooms, to design meaningful learning experiences, and to inspire curiosity in every learner I meet.
This year reminded me that passion grows through persistence, and dreams take shape one step at a time. Here’s to more learning, more teaching, and more lives impacted.
I would like to thank AIDT SIG TESOL Conferences for the amazing webinars that are conducted by the Organisers. Special thanks to Yousra Ferchichi Madam for helping me create my website by conducting a workshop.
Hamza Aoun, Founder of Shift Mind AI Labs
At Shift Mind AI Labs, our guiding belief is clear: AI integration begins only where human understanding already exists. Technology can amplify learning, but it cannot replace the essential human work of knowing, reasoning, and judging. Our framework positions AI as a strategic partner that supports not dictates learning.
At the heart of this philosophy is a three-layer structure. Layer 1, the Foundational Human & Epistemic Core, emphasizes innate, experiential, and social knowledge. Learners must first develop understanding, critical thinking, comprehension, and ownership of knowledge. Without this foundation, AI has no pedagogical purpose; tools cannot enhance what has not yet been built.
Layer 2 focuses on Readiness for Responsible Integration. Before AI enters the learning process, educators confirm that essential skills, ethical awareness, and contextual understanding are in place. Learners must be able to question, reflect, and reason independently. This layer safeguards cognitive, ethical, and social readiness, ensuring AI strengthens—not weakens—agency and judgment.
Only after readiness is established do we reach Layer 3: Conditional AI Integration. Here, AI is introduced through a deliberate, reflective cycle: identifying needs, defining purpose, deciding when and how to use AI, and continuously evaluating impact. Technology enters only to deepen understanding, never to replace it. The process follows a disciplined Pilot → Test → Evaluate → Decide model.
The outcome is powerful: learners capable of thinking, judging, and acting responsibly, even as technology evolves. By preserving human agency and embedding AI within thoughtful pedagogical design, Shift Mind AI Labs ensures that learners remain at the centre—empowered, reflective, and prepared for a rapidly changing world.
