Reconfiguring Pedagogy in the Age of Generative AI: a Blended Continuing Professional Development Programme for Basic and Secondary School Teachers

Abstract

Background: The accelerated diffusion of Generative Artificial Intelligence (GAI) tools is reshaping teaching, assessment and the cultivation of intellectual autonomy. Continuing professional development (CPD) is a strategic mechanism for addressing these challenges, yet pedagogically grounded GAI literacy programmes remain scarce (Bond et al., 2024; UNESCO, 2023). Objectives: This paper analyses a structured CPD programme designed to foster teachers’ critical and responsible integration of GAI into classroom practice, with attention to its impact on professional identity, pedagogical differentiation and the reconceptualisation of assessment. Methods: The programme was implemented in a Portuguese private school during the 2025/2026 academic year, involving 143 teachers across basic and secondary education. Structured as a 25-hour blended course (12 sessions; 18 synchronous and 7 asynchronous hours), it adopted a modular, progressive approach articulating conceptual demystification, hands-on experimentation and ethical reflection. Data were generated through participant observation, collaborative artefact analysis and structured group discussion, and analysed thematically using a deductive-inductive coding scheme aligned with the DigCompEdu framework (Moreira et al., 2024). Results: Participants progressively reconceptualised GAI from a perceived threat to a complementary pedagogical resource. Gains were observed in teachers’ capacity to evaluate GAI outputs critically, design differentiated pathways and rethink assessment. The community of practice proved central in sustaining reflective dialogue beyond formal training. Conclusions: Structured, ethically grounded CPD can meaningfully advance teachers’ GAI literacy and transform pedagogical practice when it integrates theoretical depth, experiential learning and sustained peer collaboration (Selwyn et al., 2025).