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Abstract Artificial intelligence presents significant opportunities for personalized learning, data analytics, and the optimization of educational processes. However, determining teachers’ AI-TPACK competencies is a critical necessity for them to use these technologies effectively. The transformation in the Turkish education system and the necessity of integrating 21st-century skills into instructional processes within the scope of the “Türkiye Century Education Model” pose the determination of teachers’ competency levels in this area as a significant challenge. Accordingly, this study aimed to examine teachers’ Artificial Intelligence Technological Pedagogical Content Knowledge (AI-TPACK) levels in terms of various demographic variables (gender, branch, education level, school type, school level, seniority, ICT usage skills, and participation in in-service training on AI) and was conducted using a cross-sectional relational and comparative survey model. The study data were collected from 215 teachers working in various branches and types of schools in Türkiye, using the snowball sampling method. Data were collected using a Personal Information Form and the Artificial Intelligence Technological Pedagogical Content Knowledge Scale (AI-TPACK). The collected data were analyzed using descriptive statistics, independent samples t-tests, and one-way ANOVA tests. The research findings reveal a striking paradox: while educators are quite confident in their pedagogical knowledge and pedagogical content knowlenge (PK and PCK), they face a significant barrier in mastering the technical aspects of artificial intelligence (AI-TK). The findings indicate that this technical gap is not the same for everyone; those working in private schools, those with postgraduate education, and teachers with high digital literacy adapt much better to the process. Conversely, adaptation to AI becomes more difficult with increasing professional seniority, pointing to a digital divide between generations. The results highlight the need to improve the technical knowledge gap in the AI-TK dimension. Furthermore, the research suggests increasing in-service training and technology-based teacher support programs to ensure the integration of technologies into educational processes.
Cindilli et al. (Sat,) studied this question.