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Advancing Transnational Education by Integrating Artificial Intelligence Technology and Backward Design Principles in Technical English Curriculum
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Author(s): Reema Qaralleh (Mohammed AlMana College for Medical Sciences, Saudi Arabia)and Syed Naeem Ahmed (Royal Commission Colleges and Institutes, Saudi Arabia)
Copyright: 2025
Pages: 20
Source title:
Bridging Global Divides for Transnational Higher Education in the AI Era
Source Author(s)/Editor(s): Fawad Naseer (Beaconhouse International College, Pakistan), Cheryl Yu (Jimmy Choo Academy, UK), Rhytheema Dulloo (Hindustan Institute of Technology and Science, India), Munshi Muhammad Abdul Kader Jilani (Bangladesh Institute of Governance and Management, University of Dhaka, Bangladesh)and Momina Shaheen (University of Roehampton, UK)
DOI: 10.4018/979-8-3693-7016-2.ch005
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Abstract
The Technical English curriculum is constantly underrepresented in English for Specific Purposes (ESP) programs (Hyland, 2006). This study investigates using artificial intelligence (AI) technology to develop a backward design curriculum for Technical English in preparatory year programs, targeting the CEFR A2-B1 level. The study employed a mixed-methods approach, using 58 students and seven teachers as participants at a local university. The findings demonstrated a notable enhancement in student learning outcomes through implementing an AI-enhanced curriculum, as seen by considerably higher engagement scores in the experimental group. The thematic analysis revealed themes related to enhanced educational effectiveness, individualized learning, and the difficulties encountered during implementation. The research suggests that instructors should undergo professional development, investment in digital infrastructure, and collaborative curriculum planning should be implemented. The study was done in Saudi Arabia, but its findings may be used in transnational and cross-border contexts.
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