Shift teacher professional development from information-based training to experience-based AI design activities in sustainability contexts¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that teacher training programs prioritise applied learning rather than introducing AI concepts or promoting positive attitudes alone. It states that "programs must also give teachers opportunities to design, experiment with, and reflect on AI tools within sustainability-oriented instructional contexts." This follows from the finding that practical AI use and ESD material development, not knowledge or attitudes, predicted integration ability. The recommendation is for collaborative, experience-based design activities involving real-world sustainability content and AI-supported instruction.

Design Implications¶

Context¶

Requirements¶

• Opportunities for teachers to design, experiment with, and reflect on AI tools within sustainability-oriented instructional contexts

Constraints¶

• The supporting evidence is correlational and drawn from teachers already enrolled in a professional development program, which the authors note may introduce selection bias

Target Learners¶

• in-service science and green energy teachers

Target Learning Goals¶

• AI pedagogical readiness and technological competence in sustainability education

Related Strategies¶

• Bridge the AI intention-practice gap through digital infrastructure, professional development, and supportive institutional policies
• Operationalize the faculty standards through structured professional learning pathways with modules, microcredentials, and peer review
• Structure AI-focused professional development as a supported trajectory of planning, reflection, design autonomy, and embedded critical AI literacy
• Institutions should respond to GenAI with clear governance frameworks and structured professional training programs for staff.
• Personalized, subject-specific professional support combining teacher characteristics with school-level collaboration and leadership support
• Use findings on instructor power relations to inform professional development for responding to Generative AI

Examples¶

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Key Sources¶

• Riandi Riandi, Ismail Ismail, Ida Kaniawati, Wahyu Sopandi, Diana Ayu Rostikawati, Defrizal Hamka & Suhendar Suhendar. (2026). Teacher involvement in developing sustainable education materials for AI integration in green energy education. Scientific Reports. https://doi.org/10.1038/s41598-025-34422-4