Technology-enhanced professional development and internationalization

Transformative learning for English teachers in South Asia

Authors

DOI:

https://doi.org/10.32674/bpt8fz89

Keywords:

Technology in Higher Education, Educational Technologies, Professional Development Strategies, English Language Teaching, Transforming Practices

Abstract

This study examines how technology-enhanced professional development supports transformative teaching and learning among English teachers in higher education institutions in Nepal, India, and Bangladesh. Drawing on semi-structured interviews, the research explores teachers’ experiences with digital tools—including online learning platforms, interactive applications, and open educational resources—and how these technologies shape pedagogical practices. Findings reveal that technology integration improves instructional design, promotes innovative and student-centered approaches, and strengthens teacher confidence and classroom effectiveness. The study also identifies challenges, including limited digital literacy, inadequate infrastructure, and institutional barriers, that hinder sustained technology adoption. In addition, results highlight the potential of internationalization—through cross-border collaboration, shared digital resources, and global professional networks—to enrich English-language teaching across the region. Practical recommendations are offered for educators, departments, and institutions seeking to leverage technology to advance professional growth, enhance instructional quality, and promote transformative learning in higher education.

Author Biographies

  • Yadu Prasad Gyawali, Mid-West University, Nepal

    Yadu Prasad Gyawali, PhD, Assistant Professor at Mid-Western University (MU), Surkhet, in Nepal, has contributed to English language teaching and research domains. Currently working as the Executive Director of the Directorate of International Relations at Mid-West University, Nepal. In addition to his teaching duties, he serves as a teacher trainer, consultant, and editor for various journals. His research interests include teachers’ professional development and the use of ICT in second language education. Email: yadu.gyawali@mu.edu.np

  • Meghna Mehndroo, Chandigarh University, India

    Meghna Mehndroo, PhD, is a Professor at Chandigarh University, Punjab, in India. She has been contributing to teaching, research, training, and administrative functioning. She is the principal of the University Institute of Teacher Training and Research (UITTR), Chandigarh University. Email: meghna3691@gmail.com

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Published

2025-11-27

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Vol. 15 No. 12 (2025): Journal of International Students

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Research Articles (English, regular edition)

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How to Cite

Gyawali, Y. P., & Mehndroo, M. (2025). Technology-enhanced professional development and internationalization: Transformative learning for English teachers in South Asia. Journal of International Students, 15(12), 141-158. https://doi.org/10.32674/bpt8fz89