Teaching Philosophy

Plamen Kushkiev, EdD · EAP, EAL & TESL Teacher Education

My teaching philosophy is grounded in learner-centred, reflective, and research-informed pedagogy. I believe that adult education is most effective when it fosters critical thinking, autonomy, and meaningful engagement with language and learning, shaped by my experiences in higher education and TESL training, my research on teacher identity and emotions in ELT, and my ongoing exploration of AI-mediated instruction and critical AI literacy.

Four epistemological pillars of my practice

Learner-centred environments

I prioritize inclusive, interactive, and experiential learning that supports diverse learners in achieving their personal, academic, and professional goals.

Through scaffolded instruction, task-based learning, and reflective practice, I empower students to become confident language users and critical thinkers who engage actively through discussion, research, and authentic communication tasks.

Research-informed practice

As an advocate for evidence-based teaching, I incorporate insights from SoTL research, autoethnographic inquiry, and exploratory studies into my instructional design, assessment, and pedagogical reflection.

I view my classroom as a space for ongoing innovation, where research and practice are in continuous dialogue.

Teacher development & mentoring

As a TESL instructor, practicum supervisor, and academic coordinator, I am committed to mentoring emerging teachers and supporting their professional growth through critical self-reflection and evidence-based pedagogy.

I foster a culture of inquiry that extends from the student classroom to the teacher education program.

Transformative learning outcomes

My philosophy is dedicated to fostering transformative learning experiences, ones that equip students with the linguistic, cognitive, digital, and intercultural competencies needed to navigate academic, professional, and global communication landscapes with confidence.

On AI-mediated instruction & critical AI literacy

My approach to AI in ELT is guided by a core principle: technology should enhance, not replace, human-centred teaching and learning. I leverage AI models for adaptive feedback, content creation, language analysis, and personalized learning while ensuring that learners develop the critical AI literacy needed to evaluate, interact with, and ethically use AI in academic and professional contexts.

By engaging students in critical discussions, hands-on AI-assisted tasks, and ethical considerations, I prepare them to navigate an increasingly AI-driven world with awareness, responsibility, and agency. I also advocate for critical AI literacy among adult educators, exploring the affordances, limitations, and ethical implications of AI in ELT to support responsible and effective integration.

Guiding principles

Autonomy and agency — learners are active participants in their education, not passive recipients of instruction.

Inclusive design — Universal Design for Learning principles ensure that every learner, regardless of background or ability, can access and engage with course content.

Reflective practice — ongoing self-inquiry and evidence-based reflection drive continuous improvement in my teaching.

Humanistic pedagogy — I honour the whole person, recognizing that learner identities, emotions, and lived experiences are central to the language learning process.

Ethical technology use — AI and digital tools are integrated purposefully, critically, and transparently to serve learner needs and uphold academic integrity.

Community and collaboration — learning flourishes in shared spaces, and I cultivate classroom cultures of mutual respect, curiosity, and co-construction of knowledge.

Theoretical & methodological foundations

GenAI has been used to enhance the clarity and readability of the text.