Post-Training Snapshot of Pre- and In-Service EFL Teachers’ Perceived AI-TPACK Knowledge and Challenges in Adopting AI Tools

Integrating artificial intelligence (AI) into English as a Foreign Language (EFL) teaching requires teacher knowledge and institutional support. Using a sequential explanatory mixed-methods design, this study compares perceived AI-TPACK knowledge and implementation challenges among Indonesian pre-service and in-service EFL teachers who had completed AI-focused online professional development (PD) within the previous six months. In the quantitative phase, 150 teachers (75 pre-service; 75 in-service) completed a 42-item self-report AI-TPACK knowledge survey assessing seven domains (AI-TK, CK, PK, PCK, AI-TCK, AI-TPK, and AI-TPACK). These domains represent the perceived knowledge component of readiness for AI integration. MANCOVA examined cohort differences, controlling for age, teaching-related experience, prior AI-tool use, and time since PD completion, followed by ANCOVAs with Holm-adjusted p-values. Results indicated complementary perceived knowledge profiles: pre-service teachers reported higher perceived knowledge in AI-related technical domains (AI-TK, AI-TCK, AI-TPK), whereas in-service teachers reported stronger pedagogical knowledge (PK); differences in CK, PCK, and AI-TPACK were not statistically robust after adjustment. In the qualitative phase, 20 participants (10 per cohort) were interviewed and analysed using reflexive thematic analysis to explain the quantitative patterns. Four challenge domains emerged: (1) Pedagogical–Cognitive concerns (over-reliance, reduced criticality, output verification), (2) Ethical–Professional risks (academic integrity, data privacy), (3) Practical–Technical barriers (learning curves, tool limitations, infrastructure gaps), and (4) Systemic–Environmental constraints (limited institutional policy and support, and scarcity of contextualised tools). This study contributes to differentiated professional development design and institutional policy-making for sustainable AI integration in EFL contexts.