Abstract This teaching article explores how microlearning can support TESOL educators in developing the pedagogical and emotional capacities needed to use generative artificial intelligence (GenAI) tools to design and evaluate digital multimodal compositions (DMC). Grounded in sociocultural theory and teacher development literature, it proposes microlearning as a flexible, scalable and emotionally responsive professional development (PD) model. Short, focused microlearning modules can deliver just‐in‐time learning, reduce cognitive overload and build confidence through guided practice. Moving from pedagogical principles to classroom practice, drawing on microlearning design principles and offering sample modules, the article shows how GenAI‐enhanced microlearning PD can help TESOL educators to develop progressive competence in digital multimodal composition while maintaining the agency to integrate, constrain or decline GenAI use. The article also addresses the emotional labor associated with technological change, showing that GenAI‐enhanced microlearning PD offers a sustainable path for TESOL educators to adapt to GenAI‐driven shifts in literacy, authorship and classroom practice.
Kohnke et al. (Sat,) studied this question.