The academic, professional, and social impact of Artificial Intelligence (AI) in recent years has been profound, with far-reaching implications across all sectors, particularly in the post-pandemic era. The educational sector is no exception, with significant changes on the horizon in teaching and learning processes at all levels, affecting both students and educators alike.

Global organizations and researchers emphasize the urgent need to address AI’s implications in education, highlighting ethical considerations, the pivotal role of educators, potential benefits, and the importance of regulation, especially for teachers. However, a lack of such professionals is already becoming apparent due to the speed at which these technologies are advancing. This makes the training of both educators and students urgent and indispensable.

Teachers serve as the critical link between young learners and the professional world, yet questions remain about their readiness for this paradigm shift. Are they adequately trained and motivated to embrace the changes AI demands? Do they have access to the necessary resources and tools? Who should be responsible for their training? Without addressing these issues, there is a risk of exacerbating societal, gender, and workforce inequalities.

This paper is a bibliographic review of the implications of AI in early education, the preparedness of K-12 educators, and the steps needed to ensure inclusive and effective teacher training in the age of AI. It is based on a selection of papers following a rigorous scientific methodology. It also examines the pivotal role of international guidelines in shaping policies that address the ethical and practical challenges posed by AI in education.

This paper advocates for a robust, adaptable, and pedagogically grounded approach to integrate AI education into schools, ensuring both teachers and students are prepared for an AI-driven future. The main outcomes obtained in this paper are the following.

The Need for a Curriculum Framework to Teach AI, that enables teachers to teach students how to acquire, deepen, and create AI-related content. This framework should provide pedagogical strategies to effectively integrate AI knowledge and practical skills into education.

It is essential for teachers to become AI-literate. AI literacy equips educators with the foundational skills to guide their students in using AI responsibly and effectively.
Teachers must develop advanced digital competencies, which extend beyond mere proficiency in using devices and programs. These competencies help teachers promote critical and ethical use of AI tools among their students.

Teachers need sufficient technological, pedagogical, and content knowledge (TPACK) and must be able to combine these domains effectively to help students understand the complexities of AI and its practical applications in educational and professional contexts.

Finally, teachers must be aware of the complex nature of AI, offering students a global perspective to ethically and responsibly integrate AI tools into their learning practices.

By investigating these aspects, this paper aims to contribute to a clearer understanding of how educational institutions can bridge the gap in teacher training, equipping educators with the skills and knowledge to effectively teach AI and prepare students for a technology-driven future.

Keywords: Artificial Intelligence, AI, AIEd, K-12 Education, Teacher Training.