American International Journal of Research and Innovation

E-ISSN: XXXX-XXXX   •   Impact Factor: -

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 5 (September-October 2026) Submit your research before last 3 days of October to publish your research paper in the issue of September-October.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 5
September-October 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Teacher Professional Development for Artificial Intelligence–Enhanced Education

Author(s) Gary Cheng
Country United States
Abstract The integration of Artificial Intelligence (AI) into educational environments has created significant opportunities for improving teaching effectiveness, personalized learning, assessment practices, and educational decision-making. However, successful AI adoption in education depends largely on teachers’ ability to understand, apply, and critically evaluate AI-supported tools. Teacher professional development has therefore become essential for preparing educators to effectively engage with AI-enhanced teaching environments.
This study examines the role of teacher professional development in supporting Artificial Intelligence–enhanced education. The research explores how AI literacy training, pedagogical adaptation, digital competency development, ethical awareness, and technology integration skills influence teachers’ readiness to adopt AI-based educational practices. A conceptual analytical framework supported by simulated observations is developed to evaluate the contribution of professional development initiatives toward improving AI readiness among educators.
The findings indicate that structured professional development programs can significantly enhance teachers’ confidence, AI literacy, instructional innovation, and responsible technology adoption. However, challenges including limited training opportunities, technological anxiety, resource constraints, ethical concerns, and institutional readiness gaps continue to influence effective AI integration.
The study contributes to educational technology and teacher development research by highlighting the importance of continuous learning frameworks for educators in AI-supported environments. The findings provide practical implications for educational institutions, policymakers, and teacher training organizations seeking sustainable approaches for preparing educators for the future of AI-enhanced education.
Keywords Teacher Professional Development, Artificial Intelligence, AI Literacy, Educational Technology, Teacher Readiness, Digital Transformation, AI-Enhanced Education.
Field Engineering
Published In Volume 3, Issue 3, May-June 2021
Published On 2021-05-23
View / Download PDF File

Share this



E-ISSN XXXX-XXXX
CrossRef

CrossRef DOI prefix of AIJRI is 10.00000/AIJRI

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About AIJRI
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +1-872-302-3851 editor@aijri.com