Investigating EFL University Teachers’ Engagement in Continuous Professional Development at University of Zawia

Abstract

This study investigates the engagement of EFL university teachers in Continuous Professional Development at the University of Zawia, focusing on the types of CPD activities they participate in, the challenges they face, and practical recommendations for improving CPD provision. A mixed-methods approach was used: a closed-ended questionnaire completed by 51 EFL teachers and semi-structured interviews with 10 teachers. The findings show that teachers recognize the value of CPD and undertake a range of activities (self-evaluation, online learning, workshops, peer discussion, and research). However, participation in formal CPD is limited due to insufficient institutional support, heavy workloads, limited access to relevant programs, and financial constraints. The study recommends stronger institutional policies to integrate CPD into workload planning, increased funding and digital infrastructure, and the co-creation of needs-based CPD programs. Implications for policy and future research are discussed.