My name is Mohamed Kharbach (I go by Med). I hold a Master of Education and a PhD from Mount Saint Vincent University in Halifax, Canada, where my academic training developed at the intersection of literacy, language, and educational technology. My scholarly work centers on emerging literacies and on how technologies shape teaching, learning, and knowledge practices across educational contexts.
My teaching journey began in 2003 as an English as a Foreign Language (EFL) teacher in Morocco. Those early years in K–12 classrooms shaped how I think about language, learning, and pedagogy in real instructional settings. After moving to Canada, I continued teaching in K–12 contexts before transitioning into higher education. This classroom experience continues to inform my research and my work with educators across different systems and cultures.
Since 2012, I have been an active voice in the field of educational technology through my platform Educators Technology. What began as a space to share classroom tools and teaching strategies grew into a widely used resource for educators around the world. Over the years, I have written extensively about digital pedagogy, technology integration, and teacher practice, with a consistent emphasis on pedagogical grounding and classroom realities.
As generative artificial intelligence entered educational spaces, my academic focus shifted decisively toward AI literacy. The rapid expansion of AI capabilities raised new possibilities and challenges for teaching, learning, and research. My work now concentrates on how educators and researchers understand AI systems, how these systems shape literacy practices, and how they influence assessment, authorship, ethics, and professional judgment in educational settings.
Alongside my research and writing, I work closely with educators, researchers, and academic leaders through professional development. I facilitate workshops, deliver keynote talks, and share practical AI literacy guides with an international community that includes teachers, school leaders, graduate students, and higher education faculty. Across these contexts, my aim is to offer pedagogically grounded and research-informed guidance that supports thoughtful decision making around AI use in teaching and research.
My recent publications reflect this focus. I co-authored The AI Turn in Academic Research with Dr. Johanathan Woodworth, published on PressBooks, a book that examines how generative AI reshapes academic research practices, including literature review, analysis, and scholarly writing. We have also submitted a book manuscript titled The BEARA Framework for Pedagogical Integration to Toronto University Press. In this book we present a structured framework to support responsible and pedagogically sound AI integration. In parallel, we are developing a book on AI and assessment that addresses questions many educators and institutions currently face.
In addition to these collaborative projects, I have authored two self-published books for classroom practitioners. Teaching with AI: Practical Strategies to Integrate AI in the Classroom offers concrete approaches to instructional design, while ChatGPT for Teachers: Mastering the Skill of Crafting Effective Prompts focuses on prompt design, classroom workflows, and professional judgment when working with generative tools. These books reflect my commitment to translating research and theory into accessible guidance for everyday teaching practice.
I approach AI integration in education and research as a shared learning journey. The field continues to evolve and meaningful progress depends on reflection, dialogue, and collaboration. I am grateful for the opportunity to share ideas, collaborate with colleagues, and learn alongside the communities I work with.