Exploring the Role of Professional Development in Fostering AI Competence Among Teachers in Southern Switzerland

Abstract

Artificial Intelligence (AI) has the potential to reshape educational practices through, for example adaptive platforms, generative models, or predictive systems, offering opportunities for personalization, inclusivity, and efficiency. However, the mere exposure of teachers to such tools does not ensure the development of critical competences, highlighting the importance of AI Literacy defined as the set of knowledge, skills, and attitudes required to critically understand, evaluate, and use AI responsibly. Little empirical evidence exists on how professional training shapes its development. This study addresses this gap by investigating the relationship between teachers’ participation in AI-related training and their perceived levels of AI Literacy. Data were collected using a descriptive-correlational survey design (N ≈ 701). The analysis plan includes descriptive statistics, Welch’s t-tests, linear regression, and cluster analysis. The analyses identified three different teacher profiles suggesting the need for differentiated training for fostering operational and ethical AI competences. The findings aim to inform both teachers’ professional development and policy frameworks, bridging the gap between technological innovation and educational practice.

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