One Year Artificial Intelligence Disruption. Preuniversity Teacher Adoption and Evolution

The integration of Generative Artificial Intelligence (Gen AI) into pre-university education presents both promising opportunities and significant challenges. While students often show high levels of digital competence and familiarity with emerging technologies, many teachers perceive the use of AI-based tools as an additional burden, rather than a way to improve pedagogical efficiency. This study examines the evolving perceptions and practices implemented during the 2023/24 and 2024/25 academic years. The analysis is framed in the TPACK (Technological, Pedagogical, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, and Redefinition) models, which allow the depth and quality of integration in teaching to be assessed. The results reveal a persistent gap in digital skills, underscoring the need for targeted teacher training that supports the meaningful and transformative use of AI in the classroom. The study contributes to a more nuanced understanding of how to move from substitution practices to redefining educational innovations, promoting more equitable and effective learning environments.