Professional Development Research Articles

Learning for an uncertain future: artificial intelligence a challenge for Pakistani education system in the era of digital transformation

PurposeThe rapid advancement of AI in education brings both significant challenges and opportunities. In Pakistan, where the educational system is facing numerous issues, AI integration has raised significant concerns. Therefore, this study aims to explore the challenges AI poses to the Pakistani education system in the era of digital transformation.Design/methodology/approachA focus group was conducted with 13 participants, including educators and heads of departments from universities located in Rawalpindi and Islamabad. Thematic analysis was used to generate themes from the data.FindingsThe study findings indicated that AI integration in education can provide personalized and adaptive learning and teaching experiences by bridging the educational divide through easy access to quality education. Participants also highlighted the anxieties related to the digital divide as a great challenge for Pakistan. The integration of AI and automation in education is also raising concerns about job displacement for educators.Originality/valueIt highlighted that the integration of AI into the educational system can also bring both challenges and opportunities. To tackle these issues, potential strategies such as professional development and training programs to develop AI literacy among educators need to be introduced.

Work engagement of hospital workers in times of pressure: do nonclinical hospital workers react differently from their well-studied clinical colleagues?

While prevalence and value of nonclinical hospital workers, like quality or education professionals, increase, their work engagement is understudied. Work engagement of nonclinical and clinical hospital workers is critical considering the pressure of major challenges in healthcare. The pandemic was a natural experiment for this. We conducted an observational survey study among all nonclinical and clinical hospital workers of the Jeroen Bosch Hospital, the Netherlands. In an employee satisfaction survey, we measured work engagement under acute pressure (just after the first COVID-19 wave in July 2020) and chronic pressure (within the second COVID-19 wave in November 2020) and to what extent psychological demands and co-worker support were related to work engagement. For all hospital staff, "average" levels of work engagement were found under acute (response rate 53.9%, mean 3.94(0.81)) and chronic pressure (response rate 34.0%, mean 3.88(0.95)). Under acute pressure, nonclinical hospital workers scored lower on the subcategory dedication than clinical workers (mean 4.28(1.05) vs mean 4.45(0.99), p<0.001). Under chronic pressure, no differences were found. For both nonclinical and clinical hospital workers, co-worker support was positively related to overall work engagement (beta 0.309 and 0.372). Psychological demands were positively related to work engagement for nonclinical hospital workers (beta 0.130), whereas in clinical hospital workers, psychological demands were negatively related to vigor (beta -0.082). Hospitals face times of pressure. Fostering co-worker support under pressure may be vital for hospital management. Work engagement of nonclinical hospital workers is understudied.

Driving value and impact through a community of practice: a case study from Australian and Aotearoa New Zealand University libraries

PurposeThis study addresses a recognised need in workforce development, a committee of the Council of Australian University Librarians (CAUL) facilitated the establishment of the Value and Impact community of practice (the community) between 2016 and 2017. The aim of this study is to create a structure that allows staff in Australian and Aotearoa New Zealand university libraries to promote best practice and build common capability in planning, performance, evaluation and measurement across a range of activities.Design/methodology/approachMembership is extended to those with roles focusing on quality, standards, analytics, communications or marketing and those with an interest in developing their understanding of these topics. A core group of members play a guardianship role to oversee the operations and liaise with CAUL. In walking the talk, an annual survey gathers performance measures that are reported to CAUL with examples of benefits and shared initiatives. Feedback is used to improve the operations of the community and determine meeting topics. The data and manaakitanga (support and care for each other) have driven these librarians to meet regularly as a community.FindingsMeetings offer a chance for a “round robin” to share practice and trouble shoot or cover a special topic with members or visiting experts presenting and facilitating discussion. At least 75% of the membership consistently report contact with other members outside of the meetings and that the community contributes to building their capability.Originality/valueThe community’s operating template and lessons learnt will be of value to those seeking to build community beyond a one-off professional development engagement.

The Early Career Framework: Why Context Matters for Teacher Professional Development

The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-year Early Career Framework (ECF) of professional development for Early Career Teachers (ECTs) in state-funded schools. The ECF began in September 2021 and provided a nationally standardised programme of professional development for Year One and Two teachers. This paper presents the findings of qualitative research that contribute to the understanding of the ECF for ECTs' professional development. Semi-structured interviews were used to explore ECTs’ (n = 25) and mentors’ (n = 17) experiences of the first two years of the ECF (2021–2023). System mapping was used to contextualise data, with primary data examined via coding and theme analysis. Using a complexity theory lens, we conclude that the ECF system affects ECTs and mentors in a non-linear way. Feedback loops that effected change were present, but the ECF’s effectiveness was highly context-dependent with tension between structure and flexibility. We contend that future enhancements to the ECF should focus on adaptability, fostering positive feedback loops, and recognizing the context-dependent nature of teacher development.

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.

The effectiveness of diabetes training of psychiatric health professionals on individuals with diabetes and psychiatric disorders – a pragmatic controlled trial in Denmark

The effectiveness of diabetes training of psychiatric health professionals on individuals with diabetes and psychiatric disorders – a pragmatic controlled trial in Denmark

When, where and how should we assess professionalism in undergraduate medical education? Practical tips from an international conference roundtable discussion

The assessment of professionalism in healthcare disciplines is a challenging and nuanced topic in medical education. The literature, although continually emerging, remains in its infancy in regards to the role of the assessment of professionalism, appropriate timing for assessment, methods to assess professionalism and the benefits and implications of assessment of professionalism. With emergence of healthcare professionalism in both undergraduate and postgraduate curricula and increasing awareness of professionalism’s pertinent role in developing as a healthcare practitioner, the concept of assessing this topic is being discussed regularly in international fora, but as yet there is no consensus decision in how best to proceed. The authors have over a decade of experience researching, promoting and delivering healthcare professionalism education. They presented a roundtable discussion to an international panel of medical educators at an international conference. The attendees represented multiple healthcare disciplines. Breakout rooms and pre-determined introductory questions were used to explore the international consensus on current thinking about assessment in healthcare professionalism. This paper presents these findings as practical tips for educators who are considering introducing or extending their assessment of undergraduate professionalism, all of which were taken from the main themes of the discussion. The aim of the paper is to support educators to think about their stance on this often divisive issue, consider their approaches and focus future research to clarify the remaining unknowns.

Exploring alternative practice placement models in occupational therapy and physiotherapy: perspectives and experiences of learners and practice educators: a qualitative systematic review

AbstractWithin physiotherapy and occupational therapy practice placements, there is a predominance of the one-to-one supervision model which creates limitations for placement capacity expansion. Alternative placement models must be explored to meet training requirements for these professions and ensure the availability of a future workforce. The aim of this review is to explore the experiences and perceptions of practice educators and learners regarding alternative placement models, to inform future planning and the adoption of these opportunities. This qualitative systematic review followed the Joanna Briggs Institute methodology. A comprehensive search was conducted across six databases (CINAHL, MEDLINE, PubMed, Scopus, ERIC, PsycINFO), covering the period from January 2010 to December 2022. Meta-aggregation was used to synthesise the findings from the included studies. A total of 16 articles were included within this review. The learner voice was represented in 14 categories aggregated to five synthesised findings: professional growth and development, personal and psychological adaptation, alliances within collaborative learning, educational and learning process, and managing professional relationships. The practice educator voice was represented in 11 categories aggregated into four synthesised findings: providing the right support; professional identity; peer relationships and levels of satisfaction. This review highlights positive aspects associated with skill development, personal growth, and the formation of professional identity following alternative placement experiences. However, it also reveals concerns including uncertainty and anxiety related to role clarity, expectations, and the structure within these environments. This understanding of the perceptions and experiences of both learners and practice educators can inform the development of targeted support and guidance from universities, addressing these challenges and enhancing overall satisfaction. Further adoption of alternative placement models has the potential to expand practice placement capacity for learners offering a promising environment for healthcare education. These models provide learners with invaluable experiences and skills essential for their future careers.

Wargaming Preferences: How Participating in Educational Wargames Changes Student Preferences on Learning

Educational wargaming has shown its clear value in the classroom, leading to deeper and more long-lasting learning. Yet, it is unclear how students respond to the use of games in the classroom and whether they perceive them to have educational value above and beyond “having fun.” This study of the War at Sea wargame at the U.S. Naval War College provides evidence that students see wargaming as a valuable learning activity, that they consider it appropriate for the PME environment, and that participating in a wargame makes them more likely to want to learn via wargames in the future. These findings provide evidence in support of the ongoing effort to increase wargaming in professional military education (PME) curriculum, and suggest that early exposure to wargames creates buy-in among students that can be harnessed throughout their careers.

ОСОБЛИВОСТІ ДЕРЖАВНОГО УПРАВЛІННЯ ТА ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНИХ УМОВ У СИСТЕМІ ПІДГОТОВКИ ФАХІВЦІВ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ І ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ

The article considers approaches to determining the organisational and pedagogical conditions, features of state administration that affect the training of specialists on the example of the field of finance, their competencies in accordance with the higher education standard, the requirements for a competitive specialist, as well as existing trends in foreign and domestic practice in terms of professional training, etc. Based on the hypothesis that European integration processes affect the renewal of forms, methods and means of professional and pedagogical activity in Ukraine, and post-war recovery will require rapid training of specialists, the wider use of dual education, addressing the issue of institutional support for the introduction of a system of micro-qualifications and updating educational programmes are proposed. The author emphasises the need to follow a certain algorithm of actions and procedures based on the theory of constructive alignment in the preparation of dual educational programmes, specialised and short-term courses. The author substantiates the sequence of steps in the implementation of dual education programmes in the field of finance: development of a curriculum with a balance of time for theory and practical skills; selection of employers and vacancies; establishment of cooperation between mentors and teachers; formation of a schedule; explanation of requirements to students, criteria for evaluating their work. The necessity of including micro-qualifications in the National Qualifications System is proved. The importance of increasing the institutional capacity of universities, creating a mechanism of endowment funds and grants for students, changing the management system and granting real financial autonomy to universities, integrating them into the European educational and scientific space is emphasised. Keywords: state administration, training of specialists, organizational and pedagogical conditions, competences, sphere of finance, dual education, micro-qualifications.

Clinical laboratory shadowing- an elective program in undergraduate health professions training: perception, strengths and challenges

Abstract Background The authors aim to evaluate the perception, strengths, and challenges in the implementation of “Clinical Laboratory Shadowing” as an elective module for third-year professional medical students. Methods Clinical Laboratory shadowing is an elective module designed by the faculty of Biochemistry for Phase III part-2 medical students. The elective comprises modules explaining the functioning of the Biochemistry Laboratory in a hospital. The students are provided insights into the different processes involved in laboratory testing. They are taught about total quality management of the Biochemistry Laboratory. Thirteen students from Batch 2019 and eight students from Batch 2020 volunteered to attend the elective. Students’ feedback regarding the learning was analyzed with the help of a questionnaire. Pre-test and post-test questions were evaluated to test the knowledge gained during the elective. Two focus group discussions were conducted regarding the benefits and areas for improvement for the elective. Results Following the elective module there was a significant improvement in the test score compared to baseline. A majority (84–95%) of students perceived that the shadowing elective was well planned, and materials were well prepared, there was appropriate engagement with the facilitators, gained knowledge on the principles of total quality management, good laboratory practices, disease process, and diagnosis. Most (53–74%) of the students felt that this elective was not monotonous and not difficult. Around 84–95% of students felt that this elective module enhanced the importance of interprofessional communication and teamwork. Moreover, through focused group discussions, several recurring themes emerged. Among these, the scope for improvement within the module is profound. The faculties were of the opinion that the shift from conventional training to competency-based learning was effectively embraced by the students, underscoring the importance of consistent small group activities in the module to enhance the skills of Good laboratory practices. The students expressed a desire for additional clinical correlation and interpretation classes in the elective module, showing their preference for student-centred clinically oriented learning. Conclusion The current study concludes that including an elective module on Clinical laboratory shadowing is an overall positive experience for medical students in enhancing their knowledge of basic sciences and application of the concepts in diagnosing cases. This elective may be desirable to adopt in other medical colleges in India.

ОСОБИСТІСНІ ДЕТЕРМІНАНТИ ПРОФЕСІЙНОГО СТАНОВЛЕННЯМАЙБУТНІХ ЛІКАРІВ

The article presents the experience of empirical development of the problem of personal determination of the professional development of future doctors in the conditions of their educational and professional training in a higher medical institution of education. According to the results of the empirical study, it was found that according to the degree of manifestation of the structural components of professional formation «goals» and «self-concept», as well as the level of manifestation of the personal characteristics «self-control», «affection» and «expressiveness» at the level of a pronounced trend, the share of higher medical education graduates with a high level of their severity exceeds the share of future doctors with a low level of their severity. The determining nature of the impact of personal characteristics of future doctors on the degree of development of the structural components of their professional formation has been empirically confirmed. It is shown that the basis of the development of such a structural component of the professional formation of future doctors as «goals» is a complex of their personal characteristics – «self-control», «emotional stability» and «commitment». It has been confirmed that the development of such a structural component of the professional development of future doctors as «resources» is determined by a high degree of expressiveness of the personal characteristic «expressiveness», and the structural component of professional development «I-concept» is determined by a high degree of expressiveness of the personal characteristics «commitment», «self-control» and «emotional stability».

Inclusive Education Practices of Technology and Livelihood Education Teachers in Public Junior High Schools at Lipa City, Batangas

Inclusive education is an approach that ensures every student, regardless of their learning needs, has fair access to quality education. This study delved into the inclusive education practices, difficulties, and recommendations of Technology and Livelihood Education (TLE) teachers in public junior high schools in Lipa City, Batangas, Philippines. Drawing inspiration from frameworks, like the Salamanca Statement, Gardner’s Theory of Multiple Intelligences and Vygotsky’s Social Constructivism, the research explored how TLE teachers incorporated education into their curriculum design, instructional strategies, and assessment of learning. Using a descriptive-quantitative research design, this research surveyed 81 TLE teachers from 21 public junior high schools. Their demographic profiles were collected, along with their inclusive education practices in the aspects of curriculum design, instructional strategies and assessment of learning. Significant differences were observed in the teachers’ curriculum design and instructional practices while there was no significant difference in their assessment of learning when grouped according to their ages and educational attainment. No significant difference was observed in the three aspects of their inclusive education practices when grouped according to their sex, number of years in teaching, areas of specialization, and length of inclusive education training attended. A comprehensive professional development program for TLE teachers in Lipa is proposed as a way of addressing key challenges and opportunities in the practice of inclusive education. It emphasizes inclusivity in practices and acknowledges the significance of equal provision of high-quality education for all students, stakeholder collaboration, sufficient fund allocation, and continuous professional development to further improve inclusivity and ensuring that no student is left behind in any learning process.

VIOLÊNCIA OBSTÉTRICA CONTRA MULHERES NEGRAS:IMPACTOS NA SAÚDE MATERNA

Obstetric violence is a form of abuse that occurs in healthcare services, involving physical, verbal abuse, and neglect, often perpetrated by healthcare professionals. This violence has an even greater impact on Black women in Brazil, who face additional barriers to accessing prenatal care and maternity services. General Objective: To highlight how obstetric violence directly affects the lives of these women, causing emotional, physical, and maternal trauma. Methodology: This study is a bibliographic review that investigates obstetric violence, with a special focus on the experiences of Black women. The research was based on scientific articles published between 2019 and 2024, collected from databases such as BVS and SCIELO. The selection of articles included the analysis of titles, abstracts, and full readings of the texts, aiming to gather relevant information for the proposed review. Results: Obstetric violence is recognized as a serious public health issue in Brazil, where the lack of clear management policies hinders reporting and perpetuates the vulnerability of women. This situation highlights the urgent need for increased social awareness, as well as investments in the education and training of healthcare professionals, to prevent this form of violence and ensure respect for women's rights.

Exploring the Role of Emotional and Spiritual Intelligence in enhancing Teaching Competency: A Study on the Influence of Personal Growth and Interpersonal Skills on Educator effectiveness

This study examines the role of emotional intelligence (EI) and spiritual intelligence (SI) in enhancing teaching competency, emphasizing the mediating influence of personal growth and interpersonal skills on educator effectiveness. Emotional intelligence, which encompasses self-awareness, emotional regulation, empathy, and social skills, enables teachers to manage classroom dynamics, foster meaningful relationships, and create supportive learning environments. Similarly, spiritual intelligence, defined by purpose-driven actions, ethical alignment, and resilience, equips educators to inspire students holistically while maintaining balance and moral integrity in their professional roles. The interplay of these intelligences with personal growth, characterized by self-reflection, adaptability, and continuous learning, further enriches teaching practices, enabling educators to respond effectively to evolving classroom challenges. Interpersonal skills, including communication, collaboration, and conflict resolution, are integral to building constructive relationships with students, colleagues, and parents, amplifying the impact of EI and SI on teaching effectiveness. Employing a mixed methods approach, the study combines quantitative measures of EI, SI, and teaching competency with qualitative insights from interviews and focus groups to provide a comprehensive understanding of these dynamics. Findings highlight the transformative potential of integrating EI and SI into teacher training programs, fostering a holistic approach to professional development that prioritizes emotional and spiritual dimensions alongside technical expertise. The study underscores the importance of fostering these intelligences to empower educators to navigate the complexities of modern education with resilience, empathy, and purpose. By advancing a framework that integrates emotional and spiritual intelligence with personal and interpersonal development, this research contributes to the growing body of knowledge advocating for a more inclusive and value-driven approach to enhancing teaching competency and improving educational outcomes.

THE IMAGE OF THE WORLD OF A FUTURE TRANSLATOR ACCORDING TO A THEORY OF ELITE LINGUISTIC PERSONALITY

We showed, that our surveys of university teachers had given some special grounds for distinguishing as components of the Language Personality of the future translator a number of competencies: language competence (awareness of a language as a dynamic open system that is in constant development, language units of all levels, their expressive possibilities, aesthetic potential; mastery of language skills and abilities); speech competence (the ability to use linguistic means in a communicative manner, adequate for the purposes of communication, that is, the possession of speech skills and abilities); communicative competence (the ability to carry out productive communication in order to obtain and transmit information, the ability to convince the interlocutor, to induce him/her to certain actions, to obtain additional information about the interlocutor through the analysis of his communicative behavior, the ability to carry out positive self-presentation), multicultural competence (a complex of knowledge related to Ukrainian and World Culture, the formed ability to harmonize one’s own speech and life-creating activity with learned ethical, aesthetic and other values); translation competence, which we consider the main indicator of the formation of the Linguistic Personality of a future translator. We proved, that a notable feature of a Linguistic Personality was its constant intellectual development, enrichment of vocabulary, development of linguistic sense, linguistic creativity. According to the analysis of psychological research, the priority feature of the personality is the formation of consciousness and self-awareness. Language Consciousness and Language Self-awareness are signs of Linguistic Personality. The goal of studying the Ukrainian language in higher educational establishments should be the formation of a nationally conscious Language Personality of the future specialist, which mean not only the assimilation of knowledge, the formation of abilities and skills, but also the formation of a nationally conscious attitude towards the language, which is expressed in the desire and the ability of speakers to communicate in the Ukrainian language in various life situations, a responsible attitude to one’s own speech, constant, persistent activity on its improvement, defense of the priority of the Ukrainian language in the society. Correlation of the formation of the Linguistic Personality of future translators with the pedagogical goal of their professional development requires the substantiation of the intercultural conditioning of the formation of the Linguistic Personality of future translators.

Effects of Professional Development Programmes on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania

Effects of Professional Development Programmes on Teachers’ Performance in Public Secondary Schools in Arusha City, Tanzania

How Do Teachers Survive? Turkish Adaptation of Selection, Optimization, and Compensation Strategies Scale

The continuous development of professional competencies and active retention of teachers in the field, stemming from alterations in their professional life cycles, are intrinsically connected to the necessity of lifelong learning for teachers. The model of selection, optimization, and compensation (SOC) strategies can be used to gain insight into the ways in which teachers manage their resources to remain in the profession, how they adapt to their professional lives in the context of lifelong learning, and how to develop effective policies to support the professional development of teachers. Although previous research has emphasized the primary factors that influence teachers' professional development and motivation, there is a scarcity of research on the strategies that teachers use to maintain their employment. In order to fill this gap, this study aims to adapt the Selection, Optimization, and Compensation Scale (SOCQ) (Zacher &amp; Frese, 2011), which emphasizes the strategies that teachers use to remain effective in their professional lives, into Turkish. The sample of the study consisted of 299 teachers working in schools in Çekmeköy district of Istanbul province. In the adaptation process of the scale, Turkish translation, back translation, cross-checking, and Turkish face validity stages were followed. Confirmatory Factor Analysis (CFA) was conducted to evaluate the construct validity of the scale. The CFA revealed excellent fit indices for the scale. Consisting of 12 items and three dimensions, the reliability of the scale was evaluated using Cronbach Alpha internal consistency coefficient and composite reliability coefficient (CR). The internal consistency coefficient was 0.81, while the CR value was 0.902. The study's findings demonstrate that the Turkish version of the SOCQ is a valid and reliable tool for assessing teachers' use of SOC strategies.

PREVENÇÃO E TRATAMENTO NA SAÚDE DO IDOSO: UMA PESQUISA INTEGRATIVA

Population aging is a global phenomenon that challenges health systems to meet the growing demand for adequate and personalized care for the elderly population. In this context, the implementation of integrated care for the health of the elderly is seen as a promising approach to ensure efficient and comprehensive care, which includes coordination between different professionals and levels of care. The general objective of this study was to analyze the challenges and perspectives of this care model, seeking to identify the main barriers and benefits that it provides to the health and well-being of the elderly. The research sought to highlight how integration between health teams can improve the quality of life of the elderly, reducing complications, hospitalizations and promoting greater satisfaction with health services. The results reveal that integrated care promotes important benefits, such as reducing the fragmentation of treatments, more effective control of chronic diseases and the possibility of closer and continuous monitoring of the health of the elderly. On the other hand, significant obstacles were identified, such as the lack of infrastructure and the shortage of professionals specialized in geriatrics and gerontology, which compromise the full application of the model. The research also highlights the role of monitoring and communication technologies, such as telemedicine, which have great potential to facilitate the monitoring of the elderly, although they still face barriers to their adoption in the health system. It is concluded that, despite the challenges, the integrated care model represents a viable and effective alternative for promoting healthy aging and quality of life. Public policies aimed at adequate financing, training of professionals and the safe use of technologies are essential to ensure the successful implementation of this model and its positive impact on the health of the elderly population.

‘I don’t need professional development; I want institutional development’: legitimising marginalised epistemic capital that disrupts generative AI discourse

ABSTRACT Responding to GenAI technologies, academics press for PLD that informs pedagogical practice and policy development. However, insufficient critical evaluation of whose knowledge informs this and its underlying complexity has resulted in excessively reductive offerings that either champion specific tools or advocate for their prohibition. Engaging with critically complex perspectives provides an opportunity to deepen discourse through untapped funds of knowledge, while considering PLD’s broader role in policy and institutional development. English for Academic Purposes (EAP) lecturers are typically peripheral within universities, positioned as a remedial or technical service who ‘fix’ academic integrity and student language development issues. GenAI disruption has created a heightened demand for language expertise, offering an opportunity for EAP lecturers to advocate for the critical complexity underpinning their funds of knowledge. Using Legitimation Code Theory (LCT) within a Delphi study with senior EAP academics, we argue that engaging with critical complexity can empower institutionally marginalised expertise. The panel established design principles and actionable measures to (i) move beyond individualistic PLD and (ii) formalise the voicing and valuing of diverse expertise through collaboration across institutional hierarchies. Taken together, these offer ways to leverage epistemic relations to disrupt entrenched power structures through transformative PLD and thus catalyse institutional change.