Exploring upper elementary teachers’ perceptions and practices of AI integration through a TPACK lens: a professional development case study

As artificial intelligence (AI) tools become increasingly accessible in K–12 education, teachers are faced with the challenge of integrating these technologies in ways that are developmentally appropriate, ethically grounded, and pedagogically meaningful. This instrumental qualitative case study explores how eight upper elementary educators developed and applied Technological Pedagogical Content Knowledge (TPACK) related to AI integration through participation in a multi-session professional development (PD) programme. Guided by the TPACK framework, data were collected from semi-structured interviews, field notes, and digital exit tickets. Thematic analysis revealed growth in three key domains: technological knowledge (TK), including ethical tool selection and personal exploration; technological pedagogical knowledge (TPK), including intentional alignment of AI use with learning objectives and innovative assessment practices; and technological content knowledge (TCK), as teachers adapted AI tools to support discipline-specific goals. Findings highlight the importance of sustained, reflective PD that scaffolds teacher learning, fosters critical AI literacy, and preserves pedagogical integrity. Implications include the need for structured institutional support, ethical guidelines, and interdisciplinary collaboration to ensure thoughtful and effective AI use in elementary classrooms. This study contributes to the growing field of AI in education by centring teacher voice and professional agency in the process of technological integration.