Educators’ Access to and Implementation of AI-Related Professional Development: Challenges and Barriers

This article examines the challenges and barriers faced by educators in two key areas: first, access to professional development opportunities and institutional support related to Artificial Intelligence (AI); and second, the effective integration of AI tools into classroom practice and instructional design. As AI technologies increasingly influence teaching and learning, teachers are expected to develop new forms of digital competence and pedagogical understanding. This study critically reviews existing theoretical frameworks and professional development models designed to support teachers’ engagement with emerging technologies, with a particular focus on AI in education settings.

The review identifies a range of interconnected structural, institutional, and pedagogical barriers that hinder effective participation in AI-related professional development. These include limited availability and accessibility of relevant training opportunities, time constraints within teachers’ professional workloads, disparities in digital confidence and expertise, and the frequent misalignment between professional development initiatives and the practical realities of classroom contexts. In addition, the study highlights how broader systemic factors, such as policy expectations and resource allocation, shape teachers’ capacity to engage meaningfully with AI-focused learning opportunities.

Special attention is given to the role of school leadership in mediating these challenges. The findings emphasise the importance of supportive, compassionate, and visionary leadership, particularly the role of school principals, in fostering a culture that encourages professional learning, experimentation, and technology integration. This article presents strategic recommendations for teacher education, curriculum design, and institutional planning, based on current research. These recommendations support school educators in developing the competencies, confidence, and pedagogical orientations needed for the ethical and responsible integration of Artificial Intelligence (AI) into the teaching and learning process.