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Abstract Continuing professional development plays a pivotal role in creating opportunities for teachers to explore the evolving educational landscape. With the integration of Artificial Intelligence into education, these opportunities involve grasping teachers' attitudes, expectations, and pedagogical approaches, with a focus on ethical considerations. Nevertheless, existing research and professional learning opportunities often overlook the perspectives of educators on these themes. Aiming to bridge this gap, this Educational Design Research approach began with a systematic literature review, followed by a Delphi study to gather educational stakeholders’ insights on the ethical concerns of using AI in education. The current study presents the research third phase. It explores findings from focus groups with educators responsible for K-12 teacher education, informing the design of a training programme that addresses ethical concerns and agency. Four groups were conducted using a semi-structured script, centred on pre-provided scenarios. Data analysis involved thematic coding using both deductive and inductive approaches, revealing key themes related to: employing AI applications in course delivery for a mindful, hands-on exploration; discussing ethical and policy frameworks with a focus on contextual needs and technogeographies ; addressing uncertainty, resistance, and transition; and fostering individual and collective agency regarding ethical issues through informal learning channels to build a nuanced narrative that challenges the corporate one. The study concludes by highlighting the importance of greater investment in professional development to enable educators to critically assess and reshape the values associated with education in the context of Artificial Intelligence, thereby contributing to the movement of aligning AI with our humanity.
Mouta et al. (Thu,) studied this question.