Developing Artificial Intelligence Competencies in Primary School Teacher Training and Development Through Project-Based Learning

In the context of accelerating digital transformation in education, developing artificial intelligence (AI)competencies for both pre-service and in-service primary school teachers has become an urgent priority.This study aims to explore the necessity and effectiveness of integrating AI competency development intoprimary teacher training through Project-Based Learning (PBL). A quantitative survey using a structuredquestionnaire with a five-point Likert scale was conducted with 702 participants, including teachereducators, pre-service teachers, and school-based mentors. Data were analyzed to assess perceptions,needs, and readiness related to AI-integrated PBL. The results reveal that the vast majority of respondentshighly value the importance of enhancing teachers’ capacity to use and apply AI tools in teaching andprofessional development. Participants expressed strong expectations for diversified and practicaltraining models that combine AI applications with authentic project experiences. Based on these findings,the study proposes an optimized AI-driven PBL model that fosters teacher autonomy, real-time feedback,and adaptive learning personalization. This model emphasizes iterative project design, AI-supported datacollection and analysis, and reflective evaluation as core mechanisms for professional growth. Theresearch contributes to the theoretical framework of AI competency development in teacher education byhighlighting PBL as an effective pedagogical strategy for bridging AI theory and practice. Implicationsare drawn for curriculum innovation, teacher training policies, and further empirical studies to validatethe AI-integrated PBL model in different educational contexts. Received: 14 November 2025 / Accepted: 26 February 2026 / Published: March 2026