Teacher competences at the age of generative AI : a framework and strategic recommendations for international schools
Milini, Niki (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025052817758
https://urn.fi/URN:NBN:fi:amk-2025052817758
Tiivistelmä
International education is being affected by the latest technological advancements in the field of generative artificial intelligence. Chatbots are able to provide extensive and detailed lesson plans while EdTech companies from all around the world promise solutions to every issue related to learning. International schools have the capacity to facilitate the integration of these advancements, but how can in-service teachers acquire the competences needed in order to use GAI tools ethically and effectively?
Meanwhile, there is a general lack of competence frameworks for international teachers. Professional Development that is currently offered by accrediting organisations is not yet targeted towards the development of digital literacy skills when using GAI tools. Therefore, there is a need for a competence framework around the use of GAI tools to be created for and adopted by international schools.
Within the methodological framework of grounded theory, four experts were interviewed for the purpose of developing a set of competences for international teachers. Through the analysis of the interviews, three key categories emerged; practical competences, ethical competences and critical competences. In addition to that, the experts made strategic recommendations that can inform PD opportunities offered by the schools’ leadership teams.
The findings of this research are meant to be used by international schools after consideration of their context and careful evaluation of their particular needs in supporting teachers professionally. Further review of the findings is necessary as new technological tools and guidelines emerge.
Meanwhile, there is a general lack of competence frameworks for international teachers. Professional Development that is currently offered by accrediting organisations is not yet targeted towards the development of digital literacy skills when using GAI tools. Therefore, there is a need for a competence framework around the use of GAI tools to be created for and adopted by international schools.
Within the methodological framework of grounded theory, four experts were interviewed for the purpose of developing a set of competences for international teachers. Through the analysis of the interviews, three key categories emerged; practical competences, ethical competences and critical competences. In addition to that, the experts made strategic recommendations that can inform PD opportunities offered by the schools’ leadership teams.
The findings of this research are meant to be used by international schools after consideration of their context and careful evaluation of their particular needs in supporting teachers professionally. Further review of the findings is necessary as new technological tools and guidelines emerge.