Chais2025_Heb_and_Eng-web

Maayan Shay Sayag, Ina Blau, Orit Avidov-Ungar 31E Sub-category 3.2: Limited Depth and Focus on Training Content (n=36) Professional Engagement: • Differentiated Professional Development Digital Resources: • Teachers’ Preparedness and Training "There wasn't enough time to go deeper. One session per tool is just a taste - you can't really master it." (T15) "I need to focus on one tool until I master it. Learning multiple tools makes me lose interest." (T10) "Every session covered 2-3 tools. It was impressive but I could only do the basic assignments." (T13) Sub-category 3.3: TPD Structure, Duration, and Timing (n=33) Professional Engagement: • Lack of Training and Technical Expertise • Differentiated Professional Development "We needed more time for questions and individual practice with immediate feedback." (T22) "All these attempts require free time, patience, and quiet space." (T7) "The timing was problematic - during exam period I was overloaded, and during summer vacation it's hard to stay motivated." (T4) "Being late in the year means no chance to experiment with students, and summer engagement is challenging." (T2) The data analysis revealed that these operational challenges align primarily with existing challenges in the Professional Engagement and Digital Resources domains of the DigCompEdu AI Supplement, particularly regarding "Teacher Preparedness and Training". However, while the framework acknowledges basic training and resource challenges, our findings revealed three key operational challenges that demonstrate the limitations of current framework categories. First, large, heterogeneous groups with varying levels of technical proficiency struggled to benefit from the standardized training format. Second, the program's structure provided insufficient opportunities for individualized support and practice, extending beyond the framework's existing "Teacher Preparedness and Training" challenge. Finally, the short duration and scheduling during high-stress academic periods further complicated teachers' ability to engage meaningfully with the content. These challenges align with recent approaches emphasizing the importance of personalization in TPD programs (Avidov-Ungar, 2024) and the need for flexible and sustained professional development (Skantz-Åberg et al., 2022). These findings suggest the need for a new challenge category under Professional Engagement : " Differentiated Professional Development ." This proposed addition would specifically address the unique complexities of delivering AI-focused TPD to diverse groups of educators. Moreover, with emerging AI capabilities for personalization, future TPD programs could benefit from more adaptive approaches that better align with both the technology being taught and the diverse needs of participating educators. Conclusions This study examined the challenges emerging in AI-focused TPD programs and their impact on teachers' AI competency development through the lens of the DigCompEdu AI Supplement. The