Pixel International Conferences

There is a profound revolution occurring in educational systems all over the world. In an environment of escalsting crises and the development of pervasive advanced technologies, many challenges to traditional teaching models are evident. In addition, levels of stress and anxiety among teachers are reaching unprecedented levels.  The emergence of many negative feelings in schools and among teachers creates the need for a more comprehensive, professional teacher profile - as one who facilitates learning through humanity and simply delivering lectures.  Our teachers are at the forefront but so many are stressed and overwhelmed by fears and problems. We need to recapture passion, curiosity and human values. This paper links to wider socio-economic and technological trends and to emerging realities and opportunities of an ever-more connected planet. The future will see the transformation of the teacher into a guide, mentor, critical voice, evaluator and pioneer of what is possible. This is intimately connected with leadership paradigms. A key aspect of fostering such ninnovative educational keadership will be the integration of Positive Education principlesand techniques. This paper looks at the key factors in undertaking this. It refers to extensive work with language teachers internatinally undertaken by the authors and the issues working at the forefront of change. A critical task therefore is to re-appropriate a sense of strategic direction in altered landscapes. This places a focus on the need for renewed and invigorated educational leadership in a transformed world.  It means a rediscovery of the joy and potential of openness and creativity in looking at how language learning (and other subjects) relates not to an assumed world of standardized ‘normality’ but rather to other identified areas in the matrix of globalization and intercultural cometence.  This new orientation opens the possibility of alliances, methods and strategies based on human rights, evidence-based best practice, autonomy, Artifical Intelligence, collaborative teaching/learning and a global approach to meaningful inclusion. Developing an assertive positive approach is transformative for teaching methodologies, inclusion and teacher motivation. The Positive Education approach and value-system instills not just optimism but purpose. And purpose - like motivation - is the foundation for all learning. This will be illustrated with many concrete examples and model strategies. The paper will reference workshops, seminars and training sessions conducted internationally since 2020 where issues around teacher needs have been linked to new opportunities based on affirmation and support in a pioneering series of structured events. Giving hope and encouragement is a first step in advancing a new model of teacher training that values validated competence in contexts of meaningful and sustainable transformation.