This paper proposes a comprehensive professional development program for STEAM educators that integrates Artificial Intelligence, Prompt Engineering, and digital tools such as Arduino, Octave, Obsidian, and Jupyter Notebook into classroom practices. The program addresses the growing need for innovative teaching methodologies that prepare students for an increasingly technology-driven world.

The continuous professional development of teachers is essential to effectively integrate AI technologies into education, aligning with recognized frameworks and ensuring adequate preparation for emerging educational scenarios. The Conversational AI syllabus, in line with the EPICT program (University of Genoa, www.epict.it), serves as a model for certifying teachers' competencies in the responsible and pedagogically effective use of artificial intelligence, promoting an ethical and inclusive approach. This training path not only provides practical teaching tools but also reinforces the educator's role in guiding students toward a critical and conscious use of AI, preserving the essential human dimension in learning.

The framework encompasses four interconnected components:
1. prompt engineering for critical thinking: training teachers to design structured prompts that scaffold students' analytical reasoning, problem-solving abilities, and creative exploration of STEAM concepts.
2. interactive computing environments: equipping educators with competencies in Jupyter notebook, python, and arduino to create dynamic learning experiences, facilitate real-time data visualization, and develop hands-on experiments.
3. AI-enhanced instructional design: demonstrating practical applications of AI tools across STEAM disciplines, enabling teachers to create personalized learning pathways, automated feedback systems, and engaging simulations that accommodate diverse learning styles.
4. collaborative development and implementation: facilitating workshops where educators co-create, test, and refine teaching activities tailored to their specific curricular needs and student populations.

Initial implementation results indicate significant improvements in student engagement, conceptual understanding, and technological literacy. This innovative approach has led to two significant outcomes:
- the development of a Competency-Based Syllabus that progressively builds AI and computational thinking skills in educators, from foundational concepts to advanced applications in specific STEAM domains, ensuring a coherent learning trajectory with clear milestones.
- the establishment of a formal Professional Certification Pathway that validates teachers' acquired competencies through a combination of project portfolios, classroom implementation evidence, and skill assessments, providing professional recognition and career advancement opportunities.

This comprehensive approach not only transforms STEAM instruction but also cultivates essential digital competencies for both teachers and students, preparing them for the challenges and opportunities of an AI-integrated educational landscape.

Keywords: AI, Teachers, technology, education, empowerment.