Research on Strategies of AI Empowering English Teachers in Interdisciplinary Thematic Teaching

Ziyan Rao

doi:10.63313/ESW.9148

Authors

Ziyan Rao School of Foreign Languages, China West Normal University, Nanchong, Sichuan, China Author

DOI:

https://doi.org/10.63313/ESW.9148

Keywords:

AI empowerment, English Teachers, Interdisciplinary Thematic Teaching, Teaching Strategies, Core Literacy

Abstract

With the advancement of educational digitalization and curriculum reform, interdisciplinary thematic teaching has become a vital approach to integrated education and core literacy cultivation in English education. Under the new curriculum standards, traditional single-subject teaching can no longer meet the needs of cultivating students’ comprehensive thinking, making interdisciplinary thematic teaching an essential teaching practice for English teachers. Currently, frontline English teachers generally face prominent competency bottlenecks in interdisciplinary teaching, including inadequate interdisciplinary cognition, inefficient resource processing, insufficient thematic design capacity, rigid classroom teaching modes and backward evaluation concepts, which restrict the high-quality implementation of English integrated teaching. Artificial intelligence can provide full-dimensional digital support covering teaching resources, instructional design, classroom practice and teaching evaluation to compensate for teachers’ interdisciplinary teaching deficiencies. This paper clarifies the hierarchical connotations of core concepts related to English interdisciplinary thematic teaching, analyzes practical teaching dilemmas, and explores systematic implementation strategies for AI-empowered interdisciplinary teaching, aiming to provide practical references for frontline English teaching practice.

References

[1] Ministry of Education of the People’s Republic of China. (2022). Compulsory education curriculum plan (2022 edition). Beijing Normal University Press.

[2] Ministry of Education of the People’s Republic of China. (2025). General high school English curriculum standards (2017 edition, revised 2025). People’s Education Press.

[3] Du, H., & Schulz. (2005). Analysis of interdisciplinary teaching concepts and instructional design in Germany. Global Education Outlook, 34(8), 28–32.

[4] Yu, G. W., & Cao, Y. M. (2017). Research on interdisciplinary teaching: Taking Finnish phenomenon-based teaching as an example. Foreign Primary and Secondary Education, (7), 57–63.

[5] Gamberg, R., Kwart, W., Hutchings, M., & Altheim, J. (1988). Learning and loving it: Theme studies in the classroom. Heinemann.

[6] Li, Z. X. (2012). Thematic teaching: Connotation, strategies and practical reflections. Journal of China Education, (9), 52–56.

[7] Ren, X. B. (2022). Connotation, dilemmas and breakthroughs of interdisciplinary thematic teaching. Curriculum, Teaching Material and Method, 42(4), 59–64, 72.

[8] Liao, J. X., & Yang, J. (2023). Knowledge dilemmas and path optimization of interdisciplinary thematic teaching. Journal of Educational Science of Hunan Normal University, 22(5), 28–34. https://doi.org/10.19503/j.cnki.1671-6124.2023.05.005

[9] Luo, S. Q., Huang, P., & Pan, W. R. (2023). Systematic design and practical approaches of interdisciplinary thematic teaching. Journal of Educational Science of Hunan Normal University, 22(5), 9–15. https://doi.org/10.19503/j.cnki.1671-6124.2023.05.002

[10] Wang, Q., & Liu, S. Y. (2023). Significance and key problem solving of interdisciplinary thematic learning in English teaching. English Language Learning, (7), 4–11.

[11] Wang, J., & Zhang, X. B. (2024). Challenges and countermeasures for teachers to implement interdisciplinary teaching under the new curriculum standard background. Teacher Education Forum, 37(6), 21–24.

[12] Ji, C. (2025). Strategies of AI-enabled interdisciplinary English teaching in primary schools. Campus English, (13), 145–147.

[13] Tian, J., & Sun, Z. D. (2019). Misunderstandings and rational return of interdisciplinary teaching. Journal of China Education, (4), 63–67.

[14] Yuan, L., & Wang, Y. (2023). Dilemmas and countermeasures of interdisciplinary teaching in primary and secondary schools under the digital education background. E-education Research, 44(12), 87–94.

[15] Wu, W. C. (2024). Interdisciplinary teaching among primary and secondary teachers: Current situation, problems and prospects—A case study of primary and secondary schools in Yuexiu District, Guangzhou. Educational Information Technology, (10), 54–57.

[16] Jiang, L. B., & Wang, Y. R. (2023). Practical dilemmas and transcendental paths of interdisciplinary thematic teaching. Contemporary Educational Science, (7), 36–42.

[17] Li, H. X., & Cui, Y. X. (2023). Element analysis, problem review and optimization paths of interdisciplinary teaching. Curriculum, Teaching Material and Method, 43(1), 74–81. https://doi.org/10.19877/j.cnki.kcjcjf.2023.01.012

[18] Cheng, L. H., & Zhang, Y. Y. (2024). On the core essence and practical approaches of interdisciplinary thematic teaching. Curriculum, Teaching Material and Method, 44(3), 59–68. https://doi.org/10.19877/j.cnki.kcjcjf.2024.03.004

[19] Li, J. J. (2025). Artificial intelligence empowering English teachers’ interdisciplinary teaching ability improvement. Cultural and Educational Materials, (15), 152–155.

[20] Mu, S., Chen, X. R., & Zhou, D. Q. (2025). Generative artificial intelligence empowering instructional design analysis: Demands, methods and development. Open Education Research, 31(1), 61–72.

[21] Guo, F. (2025). Practical strategies of digital technology-enabled interdisciplinary English teaching in junior high schools under the “Double New” background. Educational Communication and Technology, (2), 83–87, 96.

[22] Chen, D. (2025). Application of AI technology in primary English classroom teaching. Educational Information Technology, (3), 69–72.

[23] Han, J. X., & Zhang, X. L. (2026). Practical paths and impact research of AI-enabled interdisciplinary teaching design for senior high school English reading—A case of English-history disciplinary integration. Overseas English, (1), 154–156.

[24] Li, X. H., Feng, C. Y., Ma, H. L., & Jin, Y. B. (2023). Interdisciplinary thematic teaching: Basic connotation, value dimensions and design paths. Journal of Tianjin Normal University (Elementary Education Edition), 24(6), 1–6.