This study examines a digital training model for the professional development of French language educators, focusing on module-based collaborative learning. It explores the theoretical foundations of teacher development, the concept and practice of digital training, and the educational implications of modular learning design. The case study analyzes a digital training program jointly operated by FEI and CNED in July 2020, which involved over 24,000 educators from 162 countries. Comprising eight modules, the program integrated digital content, real-time forums, and collaborative projects. Based on participant experiences, this study identifies key characteristics of digital training and essential factors for enhancing teacher competencies. Findings suggest that digital training fosters teachers’ digital skills and practical application while yielding positive outcomes in gamification strategies and sustainable online training models. However, challenges such as technological accessibility gaps, imbalances in program design, and cultural differences persist. To address these, the study proposes adopting a hybrid education model, strengthening practice-oriented module design, and expanding collaborative learning strategies to support an effective and sustainable training framework in the digital era.

The present study aims to examine the realization of language immersion education for FLE (Français Langue Étrangère) and CLE (Coréen Langue Étrangère). Foreign Language teachers’ role has been recently concerned as to find out the interaction between a teacher and a learner in language immersion education. The success of language immersion education depends on the learners’ attitudes and motivation. The learners’ motivation can be enhanced through the electronic sources online made by the nonnative language teachers or through the extra-curricular language activities. The findings of the present study are summarized as follows. First, the teachers must perceive learners’ first language and culture to accomplish a successful interaction. Second, the foreign language policy should favor not only English, but also other various languages as well. Third, the feedback through the self-evaluation should be followed by its purposes and types.