Leveraging AI for Teachers’ Professional Growth: A Sustainable Model for Capacity Building in the Global South
Authors: Philogene Manirahari1; Precious Nyoni2
Affiliations:
- 1Faculty of Education, Southwest University, Chongqing, China
- 2Faculty of Education, Zhejiang Normal University, Jinhua, Zhejiang Province, China
Abstract
Teachers are central to the success of any educational system. In many parts of the Global South, educators are often the sole providers of knowledge and skills due to financial constraints, logistical barriers, and inadequate infrastructure that leave schools without sufficient learning resources. This challenge is compounded by the poor quality of teacher professional development, where novice teachers receive minimal support and continuing professional development (CPD) programmes are often generic, disconnected from contextual realities, and unsustainable. These issues hinder improvements in instructional quality and student learning outcomes. This study proposes a sustainable, technology-enabled model for teacher professional growth that harnesses the transformative potential of Artificial Intelligence (AI). Moving beyond conventional top-down training approaches, the model leverages AI to provide personalized learning pathways, real-time feedback, and on-demand access to professional resources, particularly in remote and under-resourced settings. It is built around three interconnected pillars: AI-powered professional learning environments, digital literacy empowerment, and intrinsically motivated teacher engagement. Grounded in emerging research and contextual analysis, the study examines how AI can be strategically utilized to address the unique needs of educators in the Global South, promoting a shift from episodic training toward sustainable, self-directed, and transformative learning experiences. The paper concludes with actionable policy recommendations, highlights potential implementation barriers, and suggests pathways for embedding AI-supported teacher development into broader educational reforms.
Keywords: Artificial Intelligence; Teacher Professional Growth; Global South; Sustainable Development
Suggested citation
Manirahari, P., & Nyoni, P. (2025). Leveraging AI for Teachers’ Professional Growth: A Sustainable Model for Capacity Building in the Global South. In TheSustainImpact International Forum 2025 Book of Abstracts (Vol. 1, Issue 1). TheSustainImpact. ISSN 3051-7362.