Technology-mediated online EMI professional development: Developing faculty self-efficacy and teaching practice through the community of inquiry framework

Abstract

The growing adoption of English as a Medium of Instruction (EMI) presents significant challenges for faculty in non-native English-speaking contexts. This study investigates how faculty self-efficacy and teaching practices developed within a 36-h technology-mediated professional development program framed by the Community of Inquiry (CoI) framework. The program systematically integrated technologies across CoI dimensions: AI applications enhanced teaching presence through improved pedagogical design and instructional language use, while ICT platforms strengthened social presence via participant engagement and collaboration, together supporting cognitive presence through participants' reflection processes. Using mixed methods, including surveys, microteaching analyses, and reflective accounts, data were collected from 297 faculty members across four disciplines participating in Taiwan's nationwide EMI initiative. Pre- and post-program comparisons indicated notable gains in faculty self-efficacy, with over 80 % reporting increased EMI competence. Specifically, technology integration emerged as a key mediator of self-efficacy development, with qualitative analyses of participants' microteaching and reflections further reveal distinct patterns of technology use, highlighting an increased awareness and strategic use of various tools. AI tools were primarily used to support EMI content preparation and language enhancement, while ICT tools facilitated student engagement and interaction, demonstrating a shift toward student-centered teaching approaches. This study provides insights into how technology functions as both catalyst and scaffold in EMI self-efficacy development, offering evidence-based considerations for institutions seeking to design effective technology-mediated professional development programs.