Being a Teacher in a Digital World: Deepening the Relationships Among Teachers'
AI
‐
TPACK
,
AI
L
Fulya Ünsal, Osman Kayhan, Recep Çakır, Özgen Korkmaz ABSTRACT
The purpose of this study is to determine teachers' AI‐TPACK, AI literacy, and AI acceptance levels and to examine the relationships among these variables. The study employed a quantitative correlational design with a sample of 306 teachers working in Türkiye during the 2024–2025 academic year. The findings revealed that teachers' AI literacy and AI acceptance are strongly associated with their AI‐TPACK levels. Additionally, significant differences were observed based on teachers' digital engagement, indicating that higher levels of engagement are linked to higher AI‐related competencies. These results highlight the interconnected nature of AI‐related competencies and suggest that strengthening teachers' AI literacy and acceptance may support the development of their AI‐TPACK. Accordingly, teacher education and professional development programs should adopt a more integrated approach to AI‐related competencies.