Review AI and ed-tech tools for English learning

• Evaluate English learning apps, AI tutors, speaking tools, reading platforms, assessment tools, and classroom support tools.
• Assess whether tool features are appropriate for 11–15-year-old EFL learners.
• Review tools for language level, cultural relevance, usability, teacher dependency, feedback quality, and classroom fit.
• Identify where tools genuinely support learning versus where they only appear engaging.

Design classroom models using technology

• Develop structured classroom routines showing what the teacher does, what the student does, and what the technology does.
• Design tech-supported lesson flows for speaking (and later listening, vocabulary, pronunciation, reading, and basic writing)
• Create models that work even when the teacher has limited English proficiency.
• Ensure classroom designs are realistic for low-resource school environments.

Define pedagogical and product requirements

• Translate English learning needs into clear feature requirements for ed-tech partners or product teams.
• Identify required scaffolding, such as Urdu support, audio modeling, pronunciation feedback, sentence frames, repetition, teacher dashboards, and offline access.
• Advise on which skills should be taught by the teacher, supported by the app, assessed by AI, or practiced through peer/classroom activities.
• Support the development of briefs, rubrics, pilots, and evaluation criteria for external vendors.

Support curriculum and assessment alignment

• Align technology-enabled activities with the organization’s English learning goals, CEFR expectations, and grade-level competencies.
• Help map student progression from basic exposure to functional spoken and written English.
• Support the design of formative assessments for speaking, listening, reading, vocabulary, and pronunciation.
• Ensure learning activities are appropriately scaffolded for students with weak literacy and limited prior exposure to English.

Create teacher support materials

• Develop teacher guides, scripts, facilitation notes, classroom routines, and training materials.
• Design guidance that helps teachers lead English practice confidently without needing to be fluent English speakers.
• Create simple instructions, prompts, and classroom management routines for technology-supported English classes.

Pilot support and learning

• Support the planning and observation of pilots using English learning apps or AI tools.
• Analyze classroom observations, teacher feedback, student usage, and early learning indicators.
• Recommend changes to classroom design, tool configuration, teacher training, or product requirements based on pilot evidence

• Strong understanding of EFL/ESL pedagogy.
• Ability to design for low-proficiency learners.
• Understanding of speaking, listening, pronunciation, vocabulary, reading, and writing progression.
• Ability to evaluate AI/ed-tech tools critically from a learning perspective.
• Strong instructional design skills.
• Ability to simplify complex pedagogy into practical classroom routines.
• Strong communication and documentation skills.
• Comfort working with ambiguity, pilots, prototypes, and evolving product ideas.
• Sensitivity to multilingual, low-resource, and teacher-capacity-constrained contexts

Minimum Bachelor’s degree in English, Education, Applied Linguistics, TESOL, ELT, Curriculum Design, or a related field. Master’s degree preferred, along with certifications such as CELTA, DELTA, TESOL, or TEFL

5+ years of experience in English language teaching, curriculum design, instructional design, or teacher support.