Huafeng Zhang

Experimental School Affiliated to Haidian Teachers Training College

Abstract：

This paper explores the design, implementation, and impact of a hybrid thematic research model for teacher professional development within multi-campus group school systems, specifically enhanced by artificial intelligence (AI). Grounded in the Community of Inquiry (CoI) model and Laurillard's Conversational Framework, this model integrates online and offline modalities to deepen teacher engagement, collaboration, and research efficacy. The process involves task-driven online self-study and collaborative inquiry, where teachers co-develop unit teaching designs, which are subsequently validated and refined through classroom practice. Cross-campus joint research facilitates the resolution of practical pedagogical challenges, thereby improving teaching quality and elevating educational research standards. This AI-supported hybrid model presents an innovative pathway for teacher professional development, fostering the normalization of core competency-oriented instruction and research while leveraging the transformative potential of AI in education.

Key Words：

blended Learning; group school systems; educational digital transformation; teacher professional development; thematic research; Artificial Intelligence (AI)