Exploring emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers

This exploratory case study examined a two-week, ethics-integrated AI literacy module for preservice teachers ( n = 29) in a required technology-integration course. Five standards-aligned activities were mapped to AI-TPACK (AI-TK, AI-TPK, AI-TCK, AI-CK, ethics) and AI-literacy dimensions (know, use, evaluate, ethical awareness, create). Analysis of reflections, tool-audit rubrics, lesson plans, and surveys revealed five patterns: (1) rapid gains in foundational AI knowledge and confidence, (2) movement from generic caution to teacher-directed ethical strategies, (3) a shift from generic caution to teacher-directed ethical strategies, (4) emerging subject-specific applications, and (5) nascent yet incomplete AI-TPACK integration: accuracy checks were routine, but bias detection remained weak. Findings indicate that even brief, carefully scaffolded professional development can initiate multidimensional AI competence when ethics is woven into every task. However, deeper bias-critical work and consecutive cycles are required to consolidate holistic, discipline-anchored AI practice. • Short ethics-threaded AI PD rapidly boosts preservice teacher AI competence. • PD sessions shift PSTs from AI caution to practical, ethics-informed strategies. • PSTs position AI as a classroom partner with human oversight after PD. • Brief AI PD prompts early subject-specific AI use in lesson plans. • AI-TPACK emerges with PD, though nuanced bias critique requires further development.