Teachers’ AI literacy remains a largely unfinished project

An exploratory study highlights that technical training in AI tools alone is not enough: teachers need, above all, long-term pedagogical and institutional support.

This study explores the notion of AI literacy among teachers, defined not as a simple technical skill but as the convergence of technical knowledge, pedagogical finesse and ethical vigilance. The authors argue for stronger institutional support, better coordination of education policies and collaborative professional learning spaces, rather than an approach focused solely on training in tools.

A mixed study of 382 secondary school teachers, cited in this study, confirms that teachers' attitudes and motivation weigh more heavily on the actual adoption of AI than technical or demographic variables alone — an observation that invites us to rethink continuing education beyond the simple use of tools.