Editorial: Teacher Competence and Practical Strategies for ELT in an AI Driven Era

Abstract

This edition of MaJER (Volume 22, Issue 2) examines the themes of teacher competence and practical pedagogical approaches in English Language Teaching (ELT). In today’s digital age, where Artificial Intelligence (AI) is increasingly accessible, it is essential to reinforce the foundational principles of teaching before promoting the adoption of emerging technologies. While teacher competence and subject knowledge remain central to effective learning outcomes, these alone are not sufficient. Teachers must also develop confidence in their ability to deliver impactful lessons and foster learner engagement. Beyond cognitive skills, affective dimensions—such as motivation and self‑efficacy—play a critical role in shaping classroom practices. As technology becomes more pervasive, educators should adopt strategies that encourage learner autonomy, particularly within AI‑enhanced learning environments. Two articles in this issue explore pedagogical approaches: one focuses on adapting classroom activities based on the CEFR framework, while another investigates teachers’ self‑efficacy in implementing blended learning. Additional contributions include an analysis of pre‑service teacher education curricula, emphasising the importance of affective and behavioural factors alongside cognition, and a study on leveraging AI to enhance academic literacy and promote self‑regulated learning.