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This pilot study designed a two-day professional development workshop for Azerbaijani teachers to enhance their instruction of thinking skills through ChatGPT. Employing a mixed-methods research design, the study combined pre- and post-workshop questionnaires with thematic analysis of teacher feedback. Twenty-seven female teachers from primary, secondary, and tertiary educational institutions participated in the 8.5-h program. The results revealed a significant increase in teachers’ self-efficacy (Z = 2.719, p = 0.007), while motivation levels remained unchanged (Z = 0.306, p = 0.760). In addition, participants reported a moderate cognitive load and high satisfaction with the workshop. Thematic analysis revealed teachers’ preferences for more hands-on AI integration examples and trainers’ scaffolding, more training in data visualization for the different disciplines, shorter and more engaging workshop formats, and professional development aligned with school-specific objectives. These findings suggest that structured professional development can effectively enhance teachers’ confidence in using GAI tools for cognitive skill development. However, there is a need for more context-specific, specialized, practice-oriented training approaches.

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Designing a Workshop to Develop Azerbaijani Teachers’ Thinking Skills Instruction Through ChatGPT

  • 会议论文

  • 发表日期：

    2025年

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  • Murad Aliyev,
  • Guoqing Zhao,
  • Aynura Baghirova

摘要

This pilot study designed a two-day professional development workshop for Azerbaijani teachers to enhance their instruction of thinking skills through ChatGPT. Employing a mixed-methods research design, the study combined pre- and post-workshop questionnaires with thematic analysis of teacher feedback. Twenty-seven female teachers from primary, secondary, and tertiary educational institutions participated in the 8.5-h program. The results revealed a significant increase in teachers’ self-efficacy (Z = 2.719, p = 0.007), while motivation levels remained unchanged (Z = 0.306, p = 0.760). In addition, participants reported a moderate cognitive load and high satisfaction with the workshop. Thematic analysis revealed teachers’ preferences for more hands-on AI integration examples and trainers’ scaffolding, more training in data visualization for the different disciplines, shorter and more engaging workshop formats, and professional development aligned with school-specific objectives. These findings suggest that structured professional development can effectively enhance teachers’ confidence in using GAI tools for cognitive skill development. However, there is a need for more context-specific, specialized, practice-oriented training approaches.