The Competence-Technology Gap in Teaching: Empirical Evidence From an AI-Tpack Study in Portuguese Schools
DOI :
https://doi.org/10.46841/RCV.2026.03.03Mots-clés :
AI-TPACK, Generative Artificial Intelligence, Teacher Knowledge, Teacher Education, Digital Competence, Professional DevelopmentRésumé
Generative Artificial Intelligence (GenAI) is being rapidly adopted in schools, raising urgent questions about teachers’ readiness to integrate it pedagogically. This study examines the levels and structure of Portuguese primary and secondary teachers’ self-perceived knowledge of GenAI, using the AI-TPACK framework. A structured online questionnaire was administered to 203 teachers across disciplinary areas. Descriptive and inferential analyses examined overall knowledge, dimensional differences, and the role of personal and professional variables. Results show a moderate overall score (M = 3.58, SD = 0.64), with significantly higher means in traditional dimensions (CK: M = 4.40; PK: M = 4.26; PCK: M = 4.13) than in AI-specific ones (AI-TK: M = 3.06; AI-TCK: M = 3.03; AI-TPK: M = 3.01). Neither disciplinary area nor age predicted AI-TPACK scores. Prior AI-specific training, however, was associated with large differences across all AI dimensions (Cohen’s d = 0.95–1.19). Findings reveal a structurally asymmetric competence profile that cuts across disciplines and age cohorts, and that responds robustly to structured training. Implications for teacher education, professional development policy, and the Portuguese digital competence framework are discussed.
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Merci de créditer les auteurs lors de toute citation : Romanian Academy Publishing House (2026)
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