Artificial Intelligence (AI) is rapidly shaping our world and challenging us to rethink our lives as well as our education systems. Therefore, developing skills and competencies to better understand AI and recognise its positive and negative impact is extremely relevant to all citizens. However, few research studies examine how AI should be taught in schools, and even fewer focus on teachers’ learning. This design-based research study investigated effective Education and Public Engagement (EPE) on emerging technologies, specifically AI, through active teacher participation. The complexity of teacher learning was acknowledged through the Technological Pedagogical and Content Knowledge (TPACK) framework. Constructionist learning principles and a design-based approach underpinned the interventions aimed at engaging both teachers and children in promoting AI literacy and awareness. The results of this study outline the complexity of teachers developing knowledge concerning emerging technologies, showing how other well-known frameworks are not enough to encompass them. The findings and recommendations of this work could constitute a guide to support research groups working with emerging technologies to address the need and responsibility of building a meaningful bridge between research and the general public through teachers’ engagement.