AI Integration, Professional Development, and Instructional Quality in K-12 Education

• In Event: AERA Roundtable Session Wednesday 1:45 pm - Gold 3
  In Roundtable Session: Integrating Artificial Intelligence in Teaching and Learning

Abstract

This study examines how professional development (PD) in AI relates to instructional quality in K-12 education. We surveyed 532 teachers from Germany and Denmark about their AI-related PD participation, satisfaction, and instructional practices. Quantitative analyses revealed limited AI-PD participation, yet strong positive associations between both PD frequency and satisfaction and instructional quality dimensions (cognitive activation, classroom management, individualization, supportive climate). Qualitative analysis of 485 responses showed teachers primarily use AI for optimization rather than transformative practices. Teacher visions for AI-era education revealed uncertainty (29.9%) and conservative approaches. Findings suggest AI's transformative potential remains unclear to teachers or beyond current implementation capacity and emphasize the importance of AI-focused PD for effective technology integration and enhanced instructional quality.

Authors

• Marc Egloffstein, University of Mannheim

• Nele Groß, Leuphana University - Lueneburg

• Christopher Neil Prilop, Aarhus University

• Dana-Kristin Mah, Leuphana University - Lueneburg