ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
This article is part of the Research TopicRedefining Learning in the Digital Age: Pedagogical Strategies and OutcomesView all 25 articles
Teacher training in the age of AI: Impact on AI Literacy and Teachers' Attitudes
Provisionally accepted
- Institute of Physics Education, University of Cologne, Cologne, Germany
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The rapid integration of artificial intelligence (AI) in education requires teachers to develop AI competencies while preparing students for a society influenced by AI. This study evaluates the impact of an online teacher training program on German in-service teachers' AI literacy, usage behaviors, and attitudes toward AI. A pre-post design study was conducted with teachers (N = 436 for attitude assessment, among whom NL = 291 teachers for AI literacy) participating in the course. The program combined synchronous and asynchronous learning formats, including webinars, self-paced modules, and practical projects. The participants exhibited notable improvements across all domains: AI literacy scores increased significantly, and all attitude items regarding AI usage and integration demonstrated significant positive changes. Teachers reported increased confidence in AI integration. Structured teacher training programs effectively enhance AI literacy and foster positive attitudes toward AI in education.
Keywords: AI literacy, artificial intelligence, Attitudes towards AI, Teacher Education, Teachertraining
Received: 22 Jul 2025; Accepted: 05 Dec 2025.
Copyright: © 2025 Lademann, Henze, Honke, Wollny and Becker- Genschow. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Julia Lademann
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