The International Association for Quality Assurance in Pre-Tertiary and Higher Education (QAHE) is pleased to announce that the TESOL Programme of European International College has been granted programmatic accreditation. The decision follows review of the College’s Self-Evaluation Report for programmatic accreditation of that named programme, submitted under the authority of Seyed Reza Molaee, CEO.
European International College presents the TESOL Programme as a professionally focused teacher-training course that prepares individuals to teach English to speakers of other languages. The stated aims are to develop knowledge of English language teaching principles and methodology, practical classroom skills, lesson planning, selection of techniques and resources, classroom management, learner-centred and communicative practice, assessment and feedback, and reflective professional development.
The curriculum described in the report moves from foundational principles to applied teaching. Areas of study include an introduction to TESOL, teaching approaches and methodologies, lesson planning and staging, teaching grammar and vocabulary, teaching reading, writing, speaking and listening, classroom management, learner engagement, instructions and explanations, questioning and checking understanding, error correction, assessment, teaching resources, practical teaching and micro-teaching, and reflective practice. The College states that trainees observe techniques, analyse classroom procedures, plan lessons and practise teaching themselves.
Delivery is described as classroom-based and practical. Teaching and learning methods listed in the report include trainer-led presentations, demonstrations, group discussion, pair and group work, workshops, lesson-planning tasks, analysis of materials, classroom simulations, micro-teaching, peer observation, trainer feedback, reflective work and independent study. Assessment is designed to cover both knowledge and practical competence and may include written assignments, lesson plans, teaching demonstrations, micro-teaching, teaching practice, reflective tasks, and trainer and peer feedback. Where teaching practice is assessed, the College lists criteria such as objectives, staging, methodology, instructions, questioning, classroom management, engagement, monitoring, materials, feedback, timing and overall effectiveness.
Admission is framed as requiring an appropriate educational background and English language competence for teacher training. Applicants may be asked for evidence of qualifications or to complete an assessment or discussion before entry.
Facilities and resources cited in the report include four dedicated classrooms, each accommodating up to 24 students, a dedicated teaching practice room for micro-teaching, demonstrations and observation, and a dedicated counselling room for individual guidance. Learning resources include TESOL course PDFs prepared by the College, trainer presentations and handouts, methodology and lesson-planning materials, worksheets, recommended reading, digital materials, and classroom and multimedia equipment where available.
The College describes ongoing review through student feedback forms, course evaluations, informal discussion, trainer observation, assessment outcomes, teaching-practice observation and stakeholder comment. Enhancement work listed includes updating curriculum and materials, expanding practical teaching opportunities, improving practice facilities and equipment, supporting faculty development, strengthening student support, and reviewing assessment.
