Bridging Teacher Competency and Student Outcomes

Abstract

This study aims to investigate how an instructional approach that integrates artificial intelligence and digital tools, grounded in the pedagogical characteristics of technology-enhanced instruction shaped by technological advancements, affects teachers’ ai-tpack competencies and students’ ai literacy. The study involved 21 teachers and 344 seventh-grade students and was conducted over the course of one semester. Teachers participated in a professional development ( pd ) program and individualized coaching sessions designed to support the meaningful integration of ai and digital technologies into classroom practice. ai -integrated lessons were implemented across multiple subject areas, and data were collected through surveys, interviews, classroom observations, and lesson plan analyses. Although no statistically significant differences were found for teachers, positive trends were observed across all knowledge domains ( tk , tpk , tck , and tpack ). Furthermore, classroom observations and lesson plan analyses revealed how teachers applied tpack knowledge in their instructional practices. For students, pre- and post-survey results ( n = 148) indicated a significant improvement in overall ai literacy (p < .05), with particularly notable gains in the domain of practical use. Taken together, these findings suggest that ai -integrated instruction holds potential for enhancing teachers’ ai-tpack competencies and students’ ai literacy. The study underscores the importance of sustained professional development and authentically designed learning experiences to support effective ai integration in K-12 education.