Pedagogical Research

• Ahmed, J., Soomro, A. K., & Naqvi, S. F. (2025). Barriers to AI adoption in education: Insights from teacher’s perspectives. International Journal of Innovations in Science and Technology, 7(1), 411-421. https://doi.org/10.33411/ijist/202571411421
• Aji, S. D., Ain, N., Zaini, A., Hudha, M. N., Gunawan, K. D. H., Pratiwi, H. Y., & Wahyudi, A. (2026). Assessing teachers’ readiness for AI integration: Insights from AI-specific TPACK and attitudes toward AI. Asia-Pacific Education Researcher, 35, 921-931. https://doi.org/10.1007/s40299-026-01093-2
• Aktaş, İ., & Özmen, H. (2020). Investigating the impact of TPACK development course on pre-service science teachers’ performances. Asia Pacific Education Review, 21, 667-682. https://doi.org/10.1007/s12564-020-09653-x
• Al Harrasi, N., Al Subhi, N., Al Harthy, S., & Al Habsi, J. (2025). Learner perspectives on AI teacher effectiveness: The role of engagement, motivation, efficiency, and educational experience. Social Sciences & Humanities Open, 12, Article 101950. https://doi.org/10.1016/j.ssaho.2025.101950
• Almubarak, A., Alhalabi, W., Albidewi, I., & Alharbi, E. (2025). An AI-powered framework for assessing teacher performance in classroom interactions: A deep learning approach. Frontiers in Artificial Intelligence, 8, Article 1553051. https://doi.org/10.3389/frai.2025.1553051
• Almubarak, A., Alhalabi, W., Albidewi, I., & Alharbi, E. (2024). An analytical approach for an AI-based teacher performance evaluation system in Saudi Arabia’s schools. Discover Applied Sciences, 6, Article 406. https://doi.org/10.1007/s42452-024-06117-4
• Al-Mughairi, H., & Bhaskar, P. (2024). Exploring the factors affecting the adoption AI techniques in higher education: insights from teachers’ perspectives on ChatGPT. Journal of Research in Innovative Teaching & Learning, 18(2), 232-247. https://doi.org/10.1108/JRIT-09-2023-0129
• Alshorman, S. (2024). The readiness to use AI in teaching science: Science teachers’ perspective. Journal of Baltic Science Education, 23(3), 432-448. https://doi.org/10.33225/jbse/24.23.432
• Bagdonaitė, J., & Dagienė, V. (2025). Artificial intelligence in primary education: A systematic literature review 2020–2025. Informatics in Education, 24(4), 697-736. https://doi.org/10.15388/infedu.2025.24
• Baluyos, G. R., Saldivar, J. M. N., & Daligdig, R. M. (2026). The mediating effects of artificial and ethical intelligence on the relationship between pedagogical competence and preservice teachers’ performance. The International Review of Multidisciplinary Research, 1(3), 493-506. https://doi.org/10.5281/zenodo.19258907
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• Cheung, G. W., Cooper-Thomas, H. D., Lau, R. S., & Wang, L. C. (2024). Reporting reliability, convergent and discriminant validity with structural equation modeling: A review and best-practice recommendations. Asia Pacific Journal of Management, 41(3), 745-783. https://doi.org/10.1007/s10490-023-09871-y
• Chiu, T. K. F. (2025). Developing intelligent technological pedagogical content knowledge (I-TPACK) for artificial intelligence integration in education. Interactive Learning Environments, 33(7), 4189-4192. https://doi.org/10.1080/10494820.2025.2545053
• Crompton, H., Edmett, A., Ichaporia, N., & Burke, D. (2024). AI and English language teaching: Affordances and challenges. British Journal of Educational Technology, 55(6), 2503-2529. https://doi.org/10.1111/bjet.13460
• Dogan, S., Nalbantoglu, U. Y., Celik, I., & Agacli Dogan, N. (2025). Artificial intelligence professional development: A systematic review of TPACK, designs, and effects for teacher learning. Professional Development in Education, 51(3), 519-546. https://doi.org/10.1080/19415257.2025.2454457
• Dringó-Horváth, I., Rajki, Z., & T. Nagy, J. (2025). University teachers’ digital competence and AI literacy: Moderating role of gender, age, experience, and discipline. Education Sciences, 15(7), Article 868. https://doi.org/10.3390/educsci15070868
• Du, H., Sun, Y., Jiang, H., Islam, A. Y. M. A., & Agyemang Adarkwah, M. (2025). Improving the quality of AI-supported K–12 teaching: the effects of teachers’ AI-TPACK and self-efficacy. Interactive Learning Environments, 34(5), 2921–2942. https://doi.org/10.1080/10494820.2025.2556810
• Duan, H., & Zhao, W. (2024). The effects of educational artificial intelligence-powered applications on teachers’ perceived autonomy, professional development for online teaching, and digital burnout. The International Review of Research in Open and Distributed Learning, 25(3), 57-76. https://doi.org/10.19173/irrodl.v25i3.7659
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• Hava, K., & Babayiğit, Ö. (2025). Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency. Education and Information Technologies, 30(3), 3491-3508. https://doi.org/10.1007/s10639-024-12939-x
• Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education, 57(4), 542-570. https://doi.org/10.1111/ejed.12533
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• Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, Article 100017. https://doi.org/10.1016/j.caeai.2021.100017
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• Kong, S. C., Yang, Y., & Hou, C. (2024). Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model. Computers and Education: Artificial Intelligence, 7, Article 100328. https://doi.org/10.1016/j.caeai.2024.100328
• Kurdal, C., & Kaplan, A. (2026). The mediating role of artificial intelligence use in the relationship between digital literacy and artificial intelligence learning intentions in mathematics teachers. Kastamonu Education Journal, 34(1), 53-66. https://doi.org/10.24106/kefdergi.1877948
• Lin, H. (2022). Influences of artificial intelligence in education on teaching effectiveness: The mediating effect of teachers’ perceptions of educational technology. International Journal of Emerging Technologies in Learning, 17(24), 144-156. https://doi.org/10.3991/ijet.v17i24.36037
• Liu, J., Mbowe, A. E., Aziku, M., & Tahri, D. (2026). Global evidence on the mediating role of teachers’ AI beliefs in linking AI-related professional development and AI infusion in instruction. Education Sciences, 16(4), Article 538. https://doi.org/10.3390/educsci16040538
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• Majeed, M. K., & Ahmad, T. B. (2025). Leveraging digital technologies for informal learning and teacher competency development in Southern Pakistan. Journal Of Research, Innovation, And Strategies for Education, 2(3), 47-64. https://doi.org/10.70148/rise.v2i3.4
• Maulana, R., Kington, A., Ko, J., Feng, X., Helms-Lorenz, M., Looker, B., Hibbert-Mayne, K., & Blackmore, K. (2023). Observing secondary school teachers’ effective teaching behavior in the Netherlands, England, and the United States using the ICALT observation instrument. Frontiers in Education, 8, Article 1068938. https://doi.org/10.3389/feduc.2023.1068938
• Mduma, E. R., & Mkulu, D. G. (2021). Influence of teachers’ professional development practices on job performance in public secondary schools: A case of Nyamagana District, Mwanza-Tanzania. International Journal of English Literature and Social Sciences, 6(1), 215-230. https://doi.org/10.22161/ijels.61.26
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Mulyani, H., Istiaq, M. A., Shauki, E. R., Kurniati, F., & Arlinda, H. (2025). Transforming education: exploring the influence of generative AI on teaching performance. Cogent Education, 12(1), Article 2448066. https://doi.org/10.1080/2331186X.2024.2448066
• Muslim al-Zyoud, H. M. (2020). The role of artificial intelligence in teacher professional development. Universal Journal of Educational Research, 8(11B), 6263-6272. https://doi.org/10.13189/ujer.2020.082265
• Nemani, S. (2025). Evaluating the impact of artificial intelligence on reducing administrative burden and enhancing instructional efficiency in middle schools. Current Perspectives in Educational Research, 8(1), 1-16. https://doi.org/10.46303/cuper.2025.1
• Ning, Y., Zhang, C., Xu, B., Zhou, Y., & Wijaya, T. T. (2024). Teachers’ AI-TPACK: Exploring the relationship between knowledge elements. Sustainability, 16(3), Article 978. https://doi.org/10.3390/su16030978
• Ouyang, F., Wu, M., Zheng, L., Zhang, L., & Jiao, P. (2023). Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course. International Journal of Educational Technology in Higher Education, 20(1), Article 4. https://doi.org/10.1186/s41239-022-00372-4
• Philippakos, Z. A. T., & Rocconi, L. (2025). AI literacy: Elementary and secondary teachers’ use of AI-tools, reported confidence, and professional development needs. Education Sciences, 15(9), Article 1186. https://doi.org/10.3390/educsci15091186
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• Ren, X., & Wu, M.L. (2025). Examining teaching competencies and challenges while integrating artificial intelligence in higher education. TechTrends, 69, 519-538. https://doi.org/10.1007/s11528-025-01055-3
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• Sajja, R., Sermet, Y., Cwiertny, D., & Demir, I. (2025). Integrating AI and learning analytics for data-driven pedagogical decisions and personalized interventions in education. Technology, Knowledge and Learning. Advance. https://doi.org/10.1007/s10758-025-09897-9
• Seneviratne, H. M. T. W., & Manathunga, S. S. (2025). Artificial intelligence assisted automated short answer question scoring tool shows high correlation with human examiner markings. BMC Medical Education, 25, Article 1146. https://doi.org/10.1186/s12909-025-07718-2
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APA

Thohir, M. A., Ulinnuha, N., Dewi, R. Y., Fai’za, R. N., Reizvana, Y. Q. A., Irawan, D., Yanti, F. A., & Handayani, R. D. (2026). Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance. Pedagogical Research, 11(3), em0283. https://doi.org/10.29333/pr/19154

Vancouver

Thohir MA, Ulinnuha N, Dewi RY, Fai’za RN, Reizvana YQA, Irawan D, et al. Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance. PEDAGOGICAL RES. 2026;11(3):em0283. https://doi.org/10.29333/pr/19154

AMA

Thohir MA, Ulinnuha N, Dewi RY, et al. Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance. PEDAGOGICAL RES. 2026;11(3), em0283. https://doi.org/10.29333/pr/19154

Chicago

Thohir, M Anas, Nila Ulinnuha, Risa Yuliana Dewi, Rahma Nurul Fai’za, Yasmin Queen Aisyah Reizvana, Dani Irawan, Fitri April Yanti, and Rif’ati Dina Handayani. "Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance". Pedagogical Research 2026 11 no. 3 (2026): em0283. https://doi.org/10.29333/pr/19154

Harvard

Thohir, M. A., Ulinnuha, N., Dewi, R. Y., Fai’za, R. N., Reizvana, Y. Q. A., Irawan, D., . . . Handayani, R. D. (2026). Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance. Pedagogical Research, 11(3), em0283. https://doi.org/10.29333/pr/19154

MLA

Thohir, M Anas et al. "Examining the mediating role of professional development in the relationship between artificial intelligence utilization and teacher performance". Pedagogical Research, vol. 11, no. 3, 2026, em0283. https://doi.org/10.29333/pr/19154