Türkiye Century Maarif Model: English Language Teachers’ Adaptation to Changing Educational Technologies and Future Perceptions
DOI:
https://doi.org/10.5281/zenodo.22665953Keywords:
ELT teacher education, • Artificial Intelligence in ELT, AI in education, curriculum evaluation, teacher trainingAbstract
The purpose of this exploratory qualitative case study is to examine adaptation to changing educational technologies in English language teaching and teachers’ perceptions of the future within the framework of the Türkiye Century Maarif Model (TCMM), which emphasizes a learnercentered, holistic approach to pedagogical technology integration. In this context, the research addresses how teachers adopt technology in the classroom environment and associate their perceptions regarding the future with this model. The study group consists of four EFL teachers (pre-service teachers in the practicum process and inservice teachers working under the Ministry of National Education [MoNE] in Türkiye) selected through purposive convenience sampling. Research data were collected through a semi-structured, scenario-based open-ended qualitative questionnaire and analyzed systematically using Corbin and Strauss’s (2008) coding framework. The findings reveal both individual perceptions regarding the use of technology in English teaching and practice-based insights within the framework of the TCMM. The analysis indicated that English language teachers demonstrated pedagogical resilience through peer learning and a subordinate strategy, despite facing various systemic barriers. Moreover, participants perceived artificial intelligence (AI) in EFL education as a supportive tool and a “critical friend” rather than a replacement for educators. Ultimately, this study provides initial exploratory insights that contribute to the ongoing discourse on technological adaptation under emerging national curriculum frameworks.
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