This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.
Rizgar Qasim Mahmood (Sat,) studied this question.
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