How eTwinning scaffolds pedagogical transformation through generative AI
A European cross-national study
Bibliographic Data
| ID | 21496595 |
|---|---|
| Authors | Mehmet Kokoç (0000-0002-1347-8033, Trabzon University, corresponding author), Bilal Karaca (0000-0002-2303-7071, Trabzon University), Fatma Zeynep Er (Trabzon Provincial Directorate of National Education (Trabzon İl Milli Eğitim Müdürlüğü)) |
| Year | 2026 |
| Pages | 1-23 |
| Publication date | 2026-04-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0261-9768 • E-ISSN: 1469-5928 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02619768.2026.2662594 |
| OpenAlex | W7155212473 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
While European policy agendas increasingly promote GenAI in schooling, less is known about how international professional communities support teachers in developing GenAI-related pedagogical competence. This qualitative study explores how participation in an AI-literacy eTwinning project shaped primary teachers’ GenAI integration across Greece, Romania, Slovenia, and Türkiye. Semi-structured interviews with eight teachers were analysed through thematic content analysis. Findings suggest that eTwinning functioned as a cross-national community of practice, enabling teachers to build confidence and pedagogical routines through distributed expertise, peer modelling, and sustained collaboration. Teachers most consistently used GenAI for differentiated instruction, rapid adaptation of learning materials, and multimodal creative production. However, trajectories varied by context, constrained by uneven infrastructure, limited institutional support, and policy ambiguity, pointing to an aspirational – infrastructural disjuncture. Teachers demonstrated strong everyday ethical vigilance, yet reported limited algorithmic understanding. Implications are discussed for scalable, community-based teacher professional development that integrates pedagogical practice with deeper GenAI literacy
Generative grammar · Higher education · Teaching method · Artificial Intelligence in Education · Educational Leadership and Innovation · Teaching and Learning Programming
Abductive Analysis
Communities of Practice
Improving teacher professional development for online and blended learning
The role of beliefs in teacher agency
Teacher Technology Change
Teaching and learning with AI
Generative AI on professional development
Developing intelligent-TPACK (I-TPACK) framework from unpacking AI literacy and competency
The HeDiCom framework
Towards Intelligent-TPACK
The antecedents of pre-service teachers’ AI literacy
Developing early career teachers’ professional digital competence
Artificial intelligence in the context of teacher education
Teacher education for artificial intelligence literacy through a self-determination theory perspective
Applying artificial intelligence in teacher education
Navigating the Future
Artificial intelligence (AI) as a new trajectory in education
Learning to teach
Teaching and learning languages online
Naturalistic inquiry
Sample Size in Qualitative Interview Studies
Qualitative Research and Translation Dilemmas
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |