From awareness to transformation
Tracing teacher growth in AI-supported interactive learning
Bibliographic Data
| ID | 21632582 |
|---|---|
| Authors | Guangyun Zhang (Leshan Normal University), Yungwei Hao (0009-0002-6051-9309, Taiwan Normal University, corresponding author), Chun-Chiang Huang (0009-0009-3774-2167, National Applied Research Laboratories, corresponding author) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-05-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2026.2662024 |
| OpenAlex | W7162787298 |
| Language | EN |
| References cited | 38 |
The rapid expansion of generative AI in education has shifted attention from tool adoption to teachers’ learning interactions, reflection, and professional growth. This study examines teachers’ development in an AI-supported interactive learning context, focusing on how awareness, integration, and instructional transformation relate to reflective and collaborative learning. A three-module professional learning program engaged teachers across three measurement waves, involving AI-mediated task design, peer discussion, and classroom enactment. Quantitative analyses using latent growth curve modeling indicated positive trajectories in teachers’ innovative mindset and AI literacy, while structural modeling showed that these developments were linked to TPACK enactment and satisfaction of basic psychological needs. Qualitative data, including reflective journals, AI interaction records, and classroom observations, provided insight into these patterns. The evidence suggested that instructional transformation was more evident among teachers who moved beyond efficiency-oriented AI use and engaged in reflective dialogue, collaborative sense-making, and task redesign. Rather than positioning AI as a competence enhancer, this study frames AI as an interactional resource for teacher learning. The findings describe a three-phase progression – Awareness, Integration, and Transformation – supported by reflective engagement with AI outputs, trace-informed redesign, and shared instructional negotiation. Together, the results offer insights into teacher development in AI-supported interactive learning environments
Educational technology · Interactive computing · Interactive Learning · Interactive video · Mobile device · Teaching method · Tracing · Intelligent Tutoring Systems and Adaptive Learning · Neuroscience, Education and Cognitive Function · Online Learning and Analytics
Self-Determination Theory
Ethics of AI in Education
Engaging students in learning activities
Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)
Unpacking teachers’ intentions to integrate technology
Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK)
Creative Self-Efficacy
Teachers’ pedagogical beliefs and their use of digital media in classrooms
Newly qualified teachers’ professional digital competence
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology
Technological pedagogical content knowledge – a review of the literature
A Self-determination Theory Perspective on Student Engagement
Creative Self-Efficacy
Conceptualizing Teacher Professional Learning
Conceptualizing AI literacy
Factorial Invariance Within Longitudinal Structural Equation Models
The Effectiveness of Online and Blended Learning
Developing AI Literacy for Primary and Middle School Teachers in China
User Acceptance of Information Technology
A Theoretical Extension of the Technology Acceptance Model
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Technological Pedagogical Content Knowledge
Intrinsic Motivation and Self-Determination in Human Behavior
Investigating the factors affecting ICT integration of in-service teachers in Henan Province, China
Student Motivation and Associated Outcomes
Historical threads, missing links, and future directions in AI in education
Curve of Factors Model
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Systematic review of research on artificial intelligence applications in higher education – where are the educators
Teachers’ motivation in relation to their psychological functioning and interpersonal style
Using thematic analysis in psychology
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types
| Highly cited | No |
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