AUTHOR=Lakhe Shrestha Buddhi Laxmi , Dahal Niroj , Hasan Md. Kamrul , Paudel Santosh , Kapar Hiralal 

TITLE=Generative AI on professional development: a narrative inquiry using TPACK framework

JOURNAL=Frontiers in Education

VOLUME=Volume 10 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1550773

DOI=10.3389/feduc.2025.1550773

ISSN=2504-284X

ABSTRACT=This study explores the integration of generative AI (GenAI) tools in the professional development of English language teachers (ELT) using the Technological Pedagogical Content Knowledge (TPACK) framework. Subscribing to narrative inquiry research design, in-depth interviews were conducted with four educators in Kathmandu Valley, Nepal, in August 2024 to understand their experiences integrating GenAI in teaching practices. Four themes were identified using thematic analysis—enhanced teaching skills and methods, professional growth as a continuous learning process, GenAI dependency, and ethical challenges and coping mechanisms for further discussion. The findings disclose that GenAI enhances pedagogical strategies by providing personalized learning resources, dynamic classroom activities, and automated feedback, which foster student engagement and teacher adaptability. Participants noted that GenAI supports continuous professional growth by offering real-time insights to refine instructional methods and address diverse learner needs. However, challenges such as technical skill gaps, ethical concerns about data privacy, and the risk of over-reliance on AI, which may hinder critical thinking and teacher-student rapport, were identified. The study emphasizes the need to balance GenAI's technological benefits with human-centric pedagogy, underlining the importance of ethical guidelines, institutional training, and collaborative peer learning to reduce the dependency and algorithmic biases by aligning GenAI integration with TPACK principles—harmonizing technological, pedagogical, and content knowledge—the research advocates for structured support systems to empower educators in using AI responsibly. The implications call for policy frameworks prioritizing AI literacy, equitable access, and mindfulness practices to sustain professional development while preserving the irreplaceable role of human interaction in education.