Generative Artificial Intelligence (GenAI) is transforming education by enabling personalized learning, automating assessment, and fostering creativity. However, its integration by educators remains underexplored. This study examines AI adoption among informatics teachers in Portugal through a qualitative thematic analysis of 125 project planning documents submitted in the ANPRI (Associação Nacional de Professores de Informática) Teacher Training Program, a national AI literacy initiative. Collected over three cohorts spanning two years, between 2022 and 2024, these documents reveal five key areas of AI adoption: digital storytelling and media creation, computational thinking and coding, automated assessment and feedback, ethical AI literacy and misinformation detection, and accessibility and personalized learning. Findings indicate that secondary educators lead AI adoption, particularly in computational thinking and assessment automation, while primary educators focus on creative applications such as storytelling. Vocational educators demonstrate moderate AI adoption, primarily for skill-based training. Sentiment analysis shows 40% of teachers view AI positively, citing engagement and efficiency benefits, while 30% express concerns regarding AI bias, misinformation, and assessment fairness. Word frequency analysis highlights recurring concerns, with terms such as “bias,” “assessment,” and “training” frequently appearing in negative reflections. These insights emphasize the need for structured AI literacy programs, transparent AI-based assessment policies, and ethical AI integration frameworks. This study provides empirical guidance for educators, policymakers, and AI developers to support responsible AI adoption in classrooms.