Professional Development of Teachers in the Age of AI – An Empirical Study

The impact of artificial intelligence (AI) on education has dramatically changed how educators deliver instruction, plan curricula, assess students, create content, and interact with their learners. The proliferation of AI tools that generate materials have opened doors for educators but require educators to evolve in terms of the way they teach, learn and ethically apply technology, and professionally engage in ongoing AI-based competences. Educators are now required to continuously develop and grow an ever-evolving set of technological skills (e.g., AI literacy), pedagogical competencies (e.g., pedagogy enabled through AI), and professional competencies (e.g., critically evaluating AI generated information). Therefore, educator professional development cannot merely focus on traditional workshops or subject specific training, it must include developing educators’ abilities to integrate AI into all aspects of teaching, including AI based pedagogy, digital assessments, data privacy, responsible AI application, and human-centered approaches to education. UNESCO developed an AI Competence Framework for Teachers which defines fifteen (15) competency areas organized across five (5) dimensions: Human-Centred Mindset, Ethics of AI, Foundations & Applications of AI, Pedagogy Enabled Through AI, and Learning & Development Enabled Through AI. This study empirically explores the professional development of educators during this period of rapid transformation due to the integration of AI. The methodological approach utilized included a descriptive/explanatory quantitative research methodology. Data were collected from 118 educators via a structured five-point Likert-type scale survey instrument. Specifically, the study analyzed: Educator AI literacy; Educator AI-based pedagogical competence; Educator ethical awareness regarding AI; Institutional Support of Educator’s professional development needs; Educator involvement in professional development relative to AI. Results from the models identified that educators reported moderate levels of AI-based professional development. Furthermore, the importance of strengthening educator’s AI-based pedagogical competence and institutional support for professional development was emphasized. Additionally, statistically significant associations existed among educator’s AI literacy, educator’s pedagogical competence in applying AI, educator’s ethical awareness concerning AI, institutional support, and educator’s involvement in professional development. Finally, multiple regression analyses suggested that educator’s ability to effectively utilize AI within the classroom (pedagogical competence) and institutional support were key factors predicting educator’s overall readiness for continuing professional development. Ultimately, this study supports the need for educator professional development in the context of AI to be: Continuous; Practice-Oriented; Ethical; Collaborative; Supported by Educational Institutions