Training K–12 Teachers for AI Integration: Comparative Insights From Chile and Spain

Abstract

Recent advancements in Artificial Intelligence (AI) have profoundly influenced teacher professional development in K-12 globally, offering innovative tools and strategies to enhance teaching and learning practices. However, the implementation and contextual adaptation of AI tools differ substantially across nations. This chapter investigates the integration of AI-powered instructional tools in K–12 classrooms in Chile and Spain, employing the Teaching Through Interactions (TTI) framework as a conceptual model to examine teacher-student engagement dynamics. Through a comparative case study involving six schools in Chile and Spain, the study captures data from 120 students and 10 teachers using structured questionnaires, interviews, and classroom observations. This comparative analysis highlights both the shared challenges and unique opportunities of integrating AI tools within the educational frameworks of Chile and Spain.