Empowering EFL teachers through social media: a heutagogical approach to professional development

This study investigates how social media supports the self-directed professional development of EFL teachers through a heutagogical lens emphasising autonomy and adaptability. Drawing on interviews with 12 teachers in North Khorasan Province, Iran, the research highlights how platforms like Instagram, YouTube, WhatsApp, and Telegram facilitate access to diverse resources, foster collaboration, and enhance teaching practices. Participants reported increased motivation, reduced isolation, and opportunities for creative exploration. Social media enabled teachers to reflect on practices, share feedback, and engage globally. Despite these benefits, challenges such as privacy concerns, information overload, and cultural or technical barriers were noted. Teachers expressed pressures related to professionalism, platform-specific complexities, and balancing online engagement with responsibilities. By integrating heutagogical principles with digital engagement, the study offers insights into how educators can leverage social media for sustained, reflective, and lifelong growth. These findings contribute to understanding digital literacy and pedagogical innovation in EFL contexts.