Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI

Abstract

ABSTRACT This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in Connectivism, which emphasizes non-linear learning and dynamic knowledge networks, this research explores how PD can transform educators’ perceptions of AI from apprehension to empowerment. The study involved a two-phase PD program with 30 elementary teachers and administrators, incorporating in-person AI training sessions, asynchronous tutorials, and collaborative activities. Data were collected through a phenomenological approach to capture educators’ lived experiences, with triangulation methods using surveys, interviews, observations, and Q&A sessions. The analysis revealed significant improvements in participants’ attitudes toward AI and their openness to integrating it into their teaching practices. The Connectivist model developed in this study fosters ongoing collaborative learning networks and equips educators to leverage AI in addressing resource gaps in bilingual education. This model offers a transformative, sustainable, and adaptive framework for integrating AI into K-12 education, providing a forward-looking approach to professional development in the digital age.