Teacher Readiness for AI Education: A TPACK-Based Study in Basic Schools

• Mirlanda Diaz Pratiwi

  Indonesia University of Education

  Author

• Cepi Riyana

  Indonesia University of Education

  Author

• Riche Cynthia Johan

  Indonesia University of Education

  Author

• Munir Munir

  Indonesia University of Education

  Author

• Amy Theresia Sipayung

  Indonesia University of Education

  Author

This study investigated teacher readiness for integrating artificial intelligence in basic education by applying the TPACK (Technological Pedagogical and Content Knowledge) framework. The research addressed the problem of uneven teacher preparedness in adopting artificial intelligence for instructional and professional practices across primary and secondary schools. A qualitative exploratory design was employed using open-ended survey questions to investigate how teachers demonstrated their content, pedagogical, and technological knowledge, how the intersections of these domains emerged in their classroom planning, and what opportunities and challenges influenced their capacity to achieve integrated readiness. Data were collected from eight teachers across three schooling levels, primary, lower secondary, and upper secondary. The findings showed that teachers generally understood the basic functions of artificial intelligence and used it primarily for lesson exploration and administrative preparation, yet they struggled to connect technological tools with pedagogical design and subject representation. Instances of meaningful integration occurred but remained limited, particularly in schools with constrained infrastructure. The study also revealed that teachers perceived artificial intelligence as beneficial for differentiation, efficiency, and reflective practice, although concerns related to ethical use, accuracy, and student dependency persisted. Overall, the results indicated that teacher readiness was developing but had not reached a fully integrated form. The study concluded that sustained professional development focused on technological, pedagogical, and content integration, along with institutional support, was necessary to foster equitable and meaningful use of artificial intelligence in basic education.

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