School-based Professional Development and Peer Collaboration: Exploring Pathways for the Development of Digital Literacy among College English Teachers in the AI Era

Abstract

With the integration of artificial intelligence technologies into the field of education, enhancing the digital literacy of university English teachers has become a critical issue in adapting to contemporary changes. This study focuses on two practical pathways—school-based professional development and peer collaboration—exploring their synergistic effects and implementation mechanisms in fostering the development of teachers' digital literacy. By reviewing relevant theories and existing literature, this paper constructs a digital literacy development framework that integrates school-based organizational support and peer collaborative learning. It emphasizes continuous growth in technological application capabilities through collective discussions, case sharing, and collaborative design activities within authentic teaching contexts. Practice demonstrates that this approach effectively helps teachers overcome technophobia, strengthens their confidence and ability to integrate AI tools into English teaching, thereby significantly improving instructional outcomes and enhancing students' language learning experiences. The study further indicates that institutionalized school-based support and an open peer culture are essential foundations for ensuring the sustainable operation of this pathway, offering actionable references for universities to promote teacher professional development in the AI era. Future research may delve into the localized adaptation of this pathway across different institutional contexts and its long-term impacts.