۱۴۰۵ (۲۰۲۶)
The Effectiveness of an Intensive Generative Artificial Intelligence Professional Development Program on Primary School Teachers’ AI-PCK: The Pivotal Role of Assessment Rubric Design
Abstract
Background: The rapid integration of generative artificial intelligence (AI) into educational environments necessitates a paradigm shift in teacher knowledge, transitioning traditional Pedagogical Content Knowledge (PCK) into AI-informed PCK (AI-PCK).
Purpose: This sub-study aimed to evaluate the effectiveness of an intensive generative AI professional development program on enhancing primary school teachers’ AI-PCK and to identify the specific knowledge component that demonstrated the most significant improvement.
Methodology: Utilizing a quasi-experimental single-group pretest-posttest design, the study was conducted with a sample of N = 142 primary school teachers. Data were gathered using a researcher-developed questionnaire spanning five distinct AI-PCK dimensions. The collected data were analyzed using paired-samples t-tests and Cohen’s d effect sizes.
Findings: The results demonstrated a statistically significant and highly positive overall impact of the professional development program on teachers’ total AI-PCK scores (p < 0.001), yielding a remarkably large effect size (d = 3.71). Crucially, learning gain analysis revealed that Component 5 (Familiarity and Application of Assessment Rubrics) achieved the highest learning gain (2.65) and the largest effect size (d = 4.82) among all dimensions.
Conclusion: These findings indicate that in the era of generative AI, the critical priority for primary school teachers’ professional development has fundamentally shifted from content-generation tools toward mastering the design of authentic, process-oriented assessment rubrics.
How to Cite:
Talebzadeh, H. (2026). The Effectiveness of an Intensive Generative Artificial Intelligence Professional Development Program on Primary School Teachers’ AI-PCK: The Pivotal Role of Assessment Rubric Design. In Proceedings of the 2nd International Conference on Applied Studies in Education Processes (COI: CASEP02_117).