Grounded in the Intelligent Technological Pedagogical Content Knowledge (I-TPACK) framework, this qualitative study examines how teachers integrate artificial intelligence (AI) into teaching and assessment practices across four disciplinary contexts: Technical and Vocational Education and Training; Business and Management; Education, Arts and Social Sciences; and Science, Technology, Engineering and Mathematics. Adopting a multiple-case study approach, the study draws on in-depth qualitative data from 15 Chinese higher-education teachers to explore teachers’ perceptions, practices, and experiences with AI integration. The findings reveal discipline-sensitive patterns in the enactment of I-TPACK domains. While AI-Technological Knowledge and Ethical Knowledge function as relatively universal domains across disciplines, the enactment of AI-Content Knowledge varies according to disciplinary epistemologies. AI-Pedagogical Knowledge is primarily enacted through task and assessment design, and human-AI collaboration is typically bounded and regulated by teachers. Notably, AI-Content Knowledge is enacted through practices of validation, contextualisation, and critical evaluation rather than content generation alone, highlighting the central role of teachers’ epistemic and pedagogical judgement. The study provides empirical insight into how I-TPACK is enacted in AI-integrated teaching and highlights the need to move beyond procedural uses of AI toward more reflective, discipline-sensitive, and pedagogically grounded practices in higher education.
Chen et al. (Mon,) studied this question.
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