Abstract The unprecedented evolution of generative artificial intelligence (GenAI) tools has had an enormous impact on educational practices, on teachers’ and students’ approaches to learning and their attitudes toward educational technologies. Emerging research reveals mixed perceptions among educators and learners, highlighting the potential of GenAI for transforming pedagogies, tailoring feedback and enhancing personalised learning while expressing concerns about data privacy and academic integrity. A consistent theme across studies is the urgent need to understand teachers’ abilities and dispositions toward GenAI adoption to develop systematic training on teachers’ GenAI literacy skills and align with evolving policy frameworks and context demands. This study fills this gap by investigating Australian teachers’ GenAI readiness and current use of GenAI tools two years after their emergence. Using a survey instrument, the findings indicate moderate levels of GenAI preparedness, revealing a significant gap between teachers’ reported confidence in using GenAI and its actual integration into their practice. These results underscore the importance of targeted professional development to increase teachers’ digital literacy and foster meaningful adoption. The study offers actionable recommendations to support educators in navigating GenAI’s growing role in teaching and learning.
Petraki et al. (Sat,) studied this question.