Global Evidence on the Mediating Role of Teachers’ AI Beliefs in Linking AI-Related Professional Development and AI Infusion in Instruction

Abstract

Despite growing interests in integrating Artificial Intelligence (AI) in education, there is limited evidence on how professional development can facilitate meaningful AI infusion. This study examines how AI-related professional development influences teachers’ AI beliefs and their use of AI in instruction. It also examines whether teachers’ AI beliefs mediate the relationship between AI-related professional development and AI infusion in instruction. Partial least squares structural equation modeling (PLS-SEM) was employed, using a teacher-level dataset of 34,628 teachers from 55 economies who participated in the 2024 cycle of Teaching and Learning International Survey (TALIS). Findings revealed a direct, positive, and significant influence of AI-related professional development on both teachers’ AI beliefs (β = 0.165, p < 0.001) and AI infusion (β = 0.163, p < 0.001). Teachers’ AI beliefs also directly and significantly predict their infusion of AI. Finally, this study identified a positive and significant relationship between AI-related professional development and AI infusion, mediated by teachers’ beliefs about AI. Findings underscore the need to design professional development initiatives essential in equipping teachers with technical skills and strengthening their confidence in supporting sustained integration of AI technology in classrooms worldwide.

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