Research on the Collaborative Path of Artificial Intelligence Empowering Rural Teachers’ Professional Development
Articles

Research on the Collaborative Path of Artificial Intelligence Empowering Rural Teachers’ Professional Development

Yanjiao Qin
Hezhou University, Hezhou 542800, Guangxi, China
Download PDF
" /> [10] Li D D, 2021, SWOT Analysis of the Development Path of "AI +" Rural Teacher Training. Journal of Vocational Education Communication, (11): 78-85.
[11] Yan P, Yan J, Guo M H, 2021, Research on the Development Path of Rural Teachers' Information-Based Teaching Capabilities — Based on the Perspective of ICT. China Educational Technology, (22): 64-68.
[12] Zeng W J, Zhou Z Y, Huang F Q, 2021, A New Direction for the In-Depth Integration of Artificial Intelligence and Classroom Teaching — Taking the Development of "AI General Subject Teacher-Led Classrooms" as an Example. Journal of Teacher Education, 8(04): 38-47.
[13] Xiao Q Q, Hong Q, 2021, Focusing on Rural Teachers' Professional Development in the New Era — A Summary of the 2nd National Rural Teachers' Professional Development Forum. Teacher Education Research, 33(03): 117-122.
[14] Kang D, Tang S L, Zeng T, 2020, Knowledge Map of Teacher Education Research in China: Current Situation, Hotspots, and Trends. Contemporary Teacher Education, 13(03): 65-73.
[15] Wang C M, Zhang L, Bao W S, 2020, Research on Self-Learning Paths for Improving Information Technology Literacy of Rural Teachers in the New Era. Market Weekly, (03): 175-176." />

Keywords

Artificial intelligence
Rural teachers
Professional development
Collaborative path

DOI

10.26689/ief.v3i12.13480

Submitted : 2025-12-16
Accepted : 2025-12-31
Published : 2026-01-15

Abstract

Artificial intelligence (AI) empowers the transformation of knowledge production and dissemination, bringing new opportunities for rural teachers' professional development. Rural teachers also need to learn advanced technologies, innovate with the support of various devices and software, find advanced teaching paths suitable for their own schools and classes, and improve teaching quality. Of course, this implies modern educational management wisdom such as human-machine coexistence and "taking humans as teachers". Rural teachers need to improve their teaching skills while exploring new educational ideas and concepts, view rural basic education from a developmental perspective, seize opportunities, address challenges, and achieve all-round progress and improvement, which is worthy of in-depth exploration and practice.

References

Cui Y J, Xu L, 2024, The Actual Situation and Breakthrough Path of Rural Teachers' Digital Literacy in Localized Educational Spaces. E-education Research, 45(08): 105-111.

Wang J D, Li B, Zhu S H, 2024, Empowerment, Disempowerment, and Enablement: A Multi-Dimensional Reflection on the Embedding of Generative Artificial Intelligence in Rural Teachers' Professional Development. E-education Research, 45(08): 80-86+96.

Li Y M, Ye L J, Sun J, 2024, Realistic Dilemmas and Practical Paths of Artificial Intelligence Boosting Rural Teachers' Professional Growth. China Educational Technology, 30(06): 30-38.

Yang L, 2024, Value Perspective, Realistic Dilemmas, and Promotion Strategies of Artificial Intelligence Improving Rural Education Revitalization. Knowledge and Practice, (03): 77-85.

Sang G Y, Zhang J W, 2024, Dilemmas and Strategies for the Professional Development of Primary and Secondary School Teachers in Rural Areas Under the Background of Educational Digitalization. Chinese Teacher, (13): 6-8.

Zhou D Q, Mu S, Wu M, 2024, Artificial Intelligence Empowering the High-Quality Development of Rural Teachers: Connotation, Knowledge Framework, and Progress Path. China Educational Technology, (03): 84-91.

Fang X, Kai W H, 2024, How Can Artificial Intelligence Promote Rural Education Revitalization Under the Background of Educational Digital Transformation — Enlightenments from the Application of Artificial Intelligence in Rural Education Abroad. Contemporary Education and Culture, 16(01): 23-36.

Gong L, Xiao J M, 2023, Research on the Participation Mechanism of Social Public Welfare Organizations in the Governance Process of Rural Teachers. Innovative Talent Education, (05): 74-79.

Zhang X Y, Yu M D, Chen M, 2023, The Theoretical Connotation and Practical Path of "5G + Smart Education" Empowering the Integrated Development of Urban and Rural Teachers in Henan Province. Journal of Henan Radio & TV University, 36(04): 26-33.

Li D D, 2021, SWOT Analysis of the Development Path of "AI +" Rural Teacher Training. Journal of Vocational Education Communication, (11): 78-85.

Yan P, Yan J, Guo M H, 2021, Research on the Development Path of Rural Teachers' Information-Based Teaching Capabilities — Based on the Perspective of ICT. China Educational Technology, (22): 64-68.

Zeng W J, Zhou Z Y, Huang F Q, 2021, A New Direction for the In-Depth Integration of Artificial Intelligence and Classroom Teaching — Taking the Development of "AI General Subject Teacher-Led Classrooms" as an Example. Journal of Teacher Education, 8(04): 38-47.

Xiao Q Q, Hong Q, 2021, Focusing on Rural Teachers' Professional Development in the New Era — A Summary of the 2nd National Rural Teachers' Professional Development Forum. Teacher Education Research, 33(03): 117-122.

Kang D, Tang S L, Zeng T, 2020, Knowledge Map of Teacher Education Research in China: Current Situation, Hotspots, and Trends. Contemporary Teacher Education, 13(03): 65-73.

Wang C M, Zhang L, Bao W S, 2020, Research on Self-Learning Paths for Improving Information Technology Literacy of Rural Teachers in the New Era. Market Weekly, (03): 175-176.