Work

Professional development beyond borders: University-led CPD programmes for educators in international contexts

Year: 2025

Type: article

Abstract: Four pressing global trends—the accelerated rise of Generative Artificial Intelligence, the urgency of teaching sustainability education, the growing demand for entrepreneurial and employability skills, and the increase in human migration and mobility—have significantly shaped curricula, educational policies and practices worldwide. Continuing Professional Development (CPD) serves as a vital catalyst for educational innovation and organisational improvement, equipping educators with the skills and values needed to respond effectively to these trends in an ever-evolving educational landscape. Drawing on adult learning and problem-based learning theories, this paper examines university-led CPD programmes for international educators. Key features of university-led CPD have been identified: multidisciplinary content, communities of practice, systemic coherence and alignment, a commitment to global engagement, and the decolonisation of knowledge. We argue that effective and well-designed university-led CPD initiatives can not only address the limitations of traditional approaches but also enhance the professional growth of educators working in global contexts.

Source: Management in Education

DOI: 10.1177/08920206251389840

Authors: Meng Tian, Weilin Yan

Institution: University of Birmingham

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Partnerships for the goals

Open Access status: hybrid

Estimated APC paid: $3,400