The rapid expansion of Higher Education and the increasing diversity of student populations have underscored the need for professional development courses aimed at enhancing the teaching skills of faculty members. Most professors in higher education are subject matter experts rather than professionalized teachers, necessitating targeted training to improve their pedagogical practices. Concurrently, the introduction of Artificial Intelligence (AI) tools in education has shown promise in personalizing learning paths, catering to the individual needs of educators, and enhancing their teaching efficacy. Studies have highlighted the importance of professional development in fostering effective teaching (Fry, Ketteridge, & Marshall, 2009; Weimer, 2013) and the potential of AI in educational personalization (Luckin et al., 2016; Holmes et al., 2019).

This paper aims to explore the reconfiguration of teacher professionality among the faculty of a Higher Education Institution (HEI) in Portugal through the integration of AI chatbots and other educational resources. It examines how these educators perceive their professional evolution on the topic of teaching approaches and strategies.

The “Teaching Approaches and Methods” course offered at this specific HEI is designed to equip aspiring faculty members with innovative teaching methodologies. The course addresses diverse technological proficiencies and teaching experiences among its 30 students, leveraging a hybrid teaching approach and advanced digital tools. The primary focus is on personalizing learning experiences, enhancing engagement, and supporting the understanding of complex educational concepts.

The research methodology employed in this study includes project works/course tasks, forum discussions on Moodle platform, final reports, and AI chatbot analytics (key performance indicators, such as interaction frequency, interaction duration, recognition rate, automation rate, and human handover rate, were used to evaluate the chatbot’s effectiveness). These data collection tools offer a comprehensive view of the participants’ experiences and the chatbot’s effectiveness. The project works /course tasks allowed participants to apply theoretical knowledge in practical scenarios, while forum discussions facilitated collaborative learning and reflection. Final reports provided insights into individual learning journeys, and AI chatbot analytics offered quantitative data on interaction frequency, duration, and user satisfaction.

The hybrid teaching approach blended face-to-face and online environments, focusing on (inter)active teaching approaches. The AI chatbot, developed using Melibo.de, was integral in providing personalized learning paths, interactive discussions, instant feedback, and resource recommendations. Other key technologies included Moodle as the Learning Management System, multimedia tools like Quizizz, and web conferencing tools like Zoom.

Results show that the course has equipped educators to meet contemporary educational challenges, by fostering an environment of continuous learning and adaptation. Most teachers reported that the personalized support and instant feedback from the AI chatbot significantly enhanced their learning experience. The chatbot’s ability to moderate discussions and provide immediate responses was particularly appreciated. Initial technical challenges were addressed through continuous refinement, ensuring the implementation met the course’s objectives.

Keywords: Teacher Professionality, AI Chatbots, Personalized Learning, Higher Education, Pedagogical Innovation.