Exploring Professional Development Pathways of Local Chinese Language Teachers in Thai Universities in the Era of Digital Transformation

Abstract

    With the continuous advancement of digital transformation, information technologies and artificial intelligence are increasingly integrated into higher education systems, exerting a profound influence on models of teacher professional development. As a key force in promoting the localization of Chinese language education, local Chinese language teachers are encountering both new opportunities and challenges in digitally mediated teaching environments. Universities in Northern Thailand are regionally representative in terms of educational resource allocation and levels of digital development, while local Chinese language teachers are playing an increasingly prominent role within instructional systems. Therefore, this context holds significant research value.

    This study adopts the perspective of digital transformation and focuses on local Chinese language teachers in universities in Northern Thailand. Based on a review of relevant theories and prior studies, qualitative research methods, including semi-structured interviews, were employed. In-depth interviews were conducted with 15 local Chinese language teachers who have more than two years of teaching experience and have participated in online or blended teaching practices. NVivo software was utilized for coding and thematic analysis to systematically examine their adaptation to digital teaching practices and their professional development needs. Digital teaching practices in this study mainly include the use of online teaching platforms, the organization of blended learning classrooms, the integration of multimodal teaching resources, and data-driven instructional feedback.

    The findings indicate that local Chinese language teachers face several key challenges in their professional development, including insufficient digital literacy, difficulties in transitioning teaching roles, inadequate professional support mechanisms, and disparities in regional resources. Based on the analysis of interview data, this study proposes a three-dimensional professional development framework consisting of capability enhancement, pedagogical innovation, and collaborative development. Furthermore, targeted recommendations are provided from the perspectives of individual teacher development, institutional support mechanisms in universities, and future research directions.

    This study aims to provide practical references for improving the training and professional development systems of local Chinese language teachers in Thai universities and to offer new insights into teacher professional development in the field of Teaching Chinese as a Foreign Language under the context of digital transformation.