Unpacking the Dimensions of EFL Teachers' PCK and Contextual Barriers for AI-Enhanced Professional Development in Iran: A Thematic Analysis

The design and integration of generative artificial intelligence (AI) into language teacher professional development (TPD) have received increased attention from academic communities; still, the extent to which the construct of Pedagogical Content Knowledge (PCK) is needed to facilitate the design and implementation of AI in the Iranian (EFL) context and the contextual obstacles that hinder the development of PCK through AI-based approach remains an under-researched area. This qualitative study endeavors to enhance the understanding of PCK in the Iranian EFL context through conducting semi-structured interviews with 12 Iranian experts, including teacher educators, in-service experienced teachers, and curriculum developers. The interview data analysis led to the emergence of two main themes and nine subthemes. The first main theme entitled, The Nature and Dimensions of EFL Teachers' PCK in the Digital Age, explored five subthemes: (1) the foundational components of PCK, (2) situated and dynamic nature of PCK, (3) culture-specific dimension of PCK, (4) emergent challenges in PCK development, and (5) the imperative for PCK renewal in digital age. Conversely, the second main theme, Contextual Barriers to AI-Enhanced Professional Development, contained four subthemes including (1) culture and psychological resistance to AI, (2) infrastructural and digital gaps, (3) ethical and legal privacy concerns, and (4) teachers' digital literacy and support gaps. The findings reveal that EFL teachers in Iran have the primary prerequisites for developing their PCK but face considerable challenges in implementing their PCK to cater to AI-supported language learning and teaching. This study contributes a comprehensive conceptual framework for understanding PCK by identifying and explaining the categories to conceptualize PCK in the Iranian (EFL) context, as well as the contextual obstacles hindering its development. Both implications and directions for future research are elaborated.