As artificial intelligence (AI) rapidly transforms educational practices, educators worldwide face an urgent need to develop pedagogic competencies that align with AI's evolving capabilities, yet existing frameworks lack systematic guidance for AI-specific skill development. This article introduces a pioneering framework designed to refine…

The integration of AI into TPACK frameworks is crucial for enhancing teacher readiness in an increasingly technology-driven educational environment. However, a significant gap exists in literature regarding assessing preservice teachers' knowledge on the integration of AI into their pedagogical practices based on the TPACK framework. This study…

This study aims to provide a systematic review using the PRISMA protocol that overviews artificial intelligence (AI) professional development (PD) initiatives for teachers, emphasising the fusion of technological and pedagogical knowledge. Framed within the Technological Pedagogical Content Knowledge (TPACK) framework, the research explores the…

The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as…

As AI increasingly permeates education, understanding teachers' perceptions and interactions with these technologies is essential. The Technological Pedagogical Content Knowledge (TPACK) framework provides a comprehensive lens to examine these interactions with educational AI tools (EAITs). This study explored the factors influencing teachers'…

This study quantitatively identifies the mediating aspect of self-efficacy in the connection between technological pedagogical content knowledge (TPACK) and artificial intelligence (AI) adoption intention towards educators in Indonesia. Data were collected via online surveys using adapted questionnaires, and respondents were selected using…

Artificial intelligence (AI) and machine learning have become increasingly important in modern society and are poised to play an increasingly prominent role in education. This paper seeks to provide a theoretical framework for interrogating the integration of AI in education spaces. The paper argues that the eventual response of educators to…

Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers'…

In recent years, there has been a growing emphasis on integrating Artificial Intelligence (AI) applications in educational settings. As a result, it is essential to assess teachers' competencies in Technological, Pedagogical, and Content Knowledge (TPACK) as it pertains to AI and examine the factors that influence these competencies. This study…

This research aims to demonstrate that artificial intelligence (AI) can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design,…

This qualitative study explored the factors that influence teachers' behavioural intention (BI) to use ChatGPT for teaching. The data was collected from 214 Bhutanese teachers using open-ended questions and interviews. The thematic analysis revealed four key factors that are likely to influence teachers' BI to use ChatGPT in the context. These…

This case study explores the integration of language-generating artificial intelligence (LGAI) in K-12 instructional planning, focusing on a middle school science teacher's use of these tools within the Technological Pedagogical Content Knowledge (TPACK) framework. The study investigates two primary concerns: how LGAI is utilized for lesson…

The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and…

Rapid technological advancements are reshaping pedagogical expertise development, offering novel pathways to equip educators with 21st-century professional competencies. This study proposes an innovative artificial intelligence (AI)-driven professional development approach and investigates its impact on student teachers' competence development. In…

The broad approach to using Generative AI in K-12 schooling focuses on identifying risks and productivity gains rather than the more complex issues of transformational change. As a response, this study examined how school leaders considered Gen AI transformation within their disciplines. Ten subject leaders were interviewed about their pedagogical…