Abstract

Objective: The increasing availability of generative AI tools such as ChatGPT has raised the issue of teachers using the capacity of these tools to improve teaching and learning processes.



Method: The research employed a descriptive–correlational design. The statistical population of the study consisted of all upper-secondary school teachers in Isfahan in the academic year 2025-2026 (4781 people). The sample size was determined based on the Morgan table. A total of 356 teachers were selected using a two-stage cluster random sampling method, and following the application of the study eligibility criterion, only teachers who met the inclusion criterion were included in the final sample. Data were collected using the AI TPACK questionnaire developed by Celik (2023) and the scale designed by ElSayary (2024), after their validity and reliability had been confirmed. Data were analyzed using Structural Equation Modeling (SEM) with SPSS and AMOS software

Findings: The results indicated that AI-TK (β =0.51, p< 0.001), AI-TPK (β =0.61, p< 0.001), AI-TCK (β = 0.49, p< 0.001), and AI-TPACK (β =0.55, p< 0.001) each had a positive and significant effect on the effectiveness of ChatGPT in supporting teachers to improve teaching and learning processes, whereas the Ethics component did not have a significant effect (β=0.11, p=0.15). The findings indicate that the effective use of ChatGPT requires teachers to possess specific professional competencies within the AI-TPACK framework. Accordingly, the final section of the paper presents practical recommendations for teachers corresponding to each component of the AI-TPACK framework to support the effective integration of ChatGPT into teaching and learning processes. In addition, specific policy and implementation recommendations are provided for teacher education institutions and professional development providers to foster teachers' AI-TPACK competencies.

Objective: The increasing availability of generative AI tools such as ChatGPT has raised the issue of teachers using the capacity of these tools to improve teaching and learning processes.



Method: The research employed a descriptive–correlational design. The statistical population of the study consisted of all upper-secondary school teachers in Isfahan in the academic year 2025-2026 (4781 people). The sample size was determined based on the Morgan table. A total of 356 teachers were selected using a two-stage cluster random sampling method, and following the application of the study eligibility criterion, only teachers who met the inclusion criterion were included in the final sample. Data were collected using the AI TPACK questionnaire developed by Celik (2023) and the scale designed by ElSayary (2024), after their validity and reliability had been confirmed. Data were analyzed using Structural Equation Modeling (SEM) with SPSS and AMOS software

Findings: The results indicated that AI-TK (β =0.51, p< 0.001), AI-TPK (β =0.61, p< 0.001), AI-TCK (β = 0.49, p< 0.001), and AI-TPACK (β =0.55, p< 0.001) each had a positive and significant effect on the effectiveness of ChatGPT in supporting teachers to improve teaching and learning processes, whereas the Ethics component did not have a significant effect (β=0.11, p=0.15). The findings indicate that the effective use of ChatGPT requires teachers to possess specific professional competencies within the AI-TPACK framework. Accordingly, the final section of the paper presents practical recommendations for teachers corresponding to each component of the AI-TPACK framework to support the effective integration of ChatGPT into teaching and learning processes. In addition, specific policy and implementation recommendations are provided for teacher education institutions and professional development providers to foster teachers' AI-TPACK competencies.

Objective: The increasing availability of generative AI tools such as ChatGPT has raised the issue of teachers using the capacity of these tools to improve teaching and learning processes.



Method: The research employed a descriptive–correlational design. The statistical population of the study consisted of all upper-secondary school teachers in Isfahan in the academic year 2025-2026 (4781 people). The sample size was determined based on the Morgan table. A total of 356 teachers were selected using a two-stage cluster random sampling method, and following the application of the study eligibility criterion, only teachers who met the inclusion criterion were included in the final sample. Data were collected using the AI TPACK questionnaire developed by Celik (2023) and the scale designed by ElSayary (2024), after their validity and reliability had been confirmed. Data were analyzed using Structural Equation Modeling (SEM) with SPSS and AMOS software

Findings: The results indicated that AI-TK (β =0.51, p< 0.001), AI-TPK (β =0.61, p< 0.001), AI-TCK (β = 0.49, p< 0.001), and AI-TPACK (β =0.55, p< 0.001) each had a positive and significant effect on the effectiveness of ChatGPT in supporting teachers to improve teaching and learning processes, whereas the Ethics component did not have a significant effect (β=0.11, p=0.15). The findings indicate that the effective use of ChatGPT requires teachers to possess specific professional competencies within the AI-TPACK framework. Accordingly, the final section of the paper presents practical recommendations for teachers corresponding to each component of the AI-TPACK framework to support the effective integration of ChatGPT into teaching and learning processes. In addition, specific policy and implementation recommendations are provided for teacher education institutions and professional development providers to foster teachers' AI-TPACK competencies.

Objective: The increasing availability of generative AI tools such as ChatGPT has raised the issue of teachers using the capacity of these tools to improve teaching and learning processes.



Method: The research employed a descriptive–correlational design. The statistical population of the study consisted of all upper-secondary school teachers in Isfahan in the academic year 2025-2026 (4781 people). The sample size was determined based on the Morgan table. A total of 356 teachers were selected using a two-stage cluster random sampling method, and following the application of the study eligibility criterion, only teachers who met the inclusion criterion were included in the final sample. Data were collected using the AI TPACK questionnaire developed by Celik (2023) and the scale designed by ElSayary (2024), after their validity and reliability had been confirmed. Data were analyzed using Structural Equation Modeling (SEM) with SPSS and AMOS software

Findings: The results indicated that AI-TK (β =0.51, p< 0.001), AI-TPK (β =0.61, p< 0.001), AI-TCK (β = 0.49, p< 0.001), and AI-TPACK (β =0.55, p< 0.001) each had a positive and significant effect on the effectiveness of ChatGPT in supporting teachers to improve teaching and learning processes, whereas the Ethics component did not have a significant effect (β=0.11, p=0.15). The findings indicate that the effective use of ChatGPT requires teachers to possess specific professional competencies within the AI-TPACK framework. Accordingly, the final section of the paper presents practical recommendations for teachers corresponding to each component of the AI-TPACK framework to support the effective integration of ChatGPT into teaching and learning processes. In addition, specific policy and implementation recommendations are provided for teacher education institutions and