Abstract:

The present study conducts a systematic review of 76 articles related to teachers’ professional development in the context of digital intelligence in foreign language education from 2004 to 2024, aiming to provide insights into the current landscape. By employing the Latent Dirichlet Allocation (LDA) topic model and thematic analysis, the study explores the primary research focuses. Furthermore, it analyzes the types of technology along with their benefits and challenges. The results indicate that: (1) research on teachers’ professional development demonstrates an overall upward trend, despite periodic fluctuations; (2) research topics are diverse, covering various dimensions such as teachers’ knowledge, skills, practices, and training, but insufficiently address emotional aspects; (3) there is a tendency toward homogenization in research design, and the potential of data mining and analysis remains underutilized; (4) while technologies contribute significantly to teachers’ professional development, the dynamic changes in their empowering effects warrant further exploration. Finally, the study offers prospects for advancing teachers’ professional development in the digital intelligence process of foreign language education, aiming to promote its transformation and advancement.

Key words: Digital and intelligentization of foreign language education, Teachers’ professional development, Research focuses, Technology empowerment