AI Literacies and the TPACK Framework: Insights from a Global Study on AI in Education

Abstract

How can educators develop the technical, pedagogical, and content knowledge needed to  integrate AI ethically, impactfully, and responsibly? As artificial intelligence (AI) becomes  increasingly embedded in education, aligning AI literacies with the TPACK framework provides a  structured approach to developing the essential competencies educators need to navigate  AI-enhanced teaching and learning. This paper presents findings from a UNESCO IITE-commissioned global study that collected perspectives from over 50 educators across 25  countries, representing diverse teaching and leadership roles. The study highlights how AI literacies development is filling critical gaps in technical AI proficiency, pedagogical strategies, and subject-matter applications, enabling educators to align  AI usage with ethical principles, effective teaching methodologies, and meaningful content  engagement. Findings illustrate how AI literacies support: (1) Technical Knowledge: Understanding AI capabilities, limitations, and responsible use; (2) Pedagogical Knowledge: Designing AI-infused learning experiences that foster  engagement, creativity, and student agency; (3) Content Knowledge: Applying AI tools to discipline-specific instructional challenges and  research. Through a qualitative portraiture method, this research surfaces how AI literacies are being  integrated into professional development programs, instructional design frameworks, and institutional strategies worldwide. The study also reveals ongoing challenges in scaling AI  literacies equitably, ensuring ethical AI use, and adapting AI for diverse learning contexts. By positioning AI literacies as a core competency within the TPACK framework, this paper offers a  global perspective on the evolving role of AI in education and presents a replicable model for embedding AI literacies into faculty development, curriculum design, and institutional capacity-building efforts.