Rapid advances in artificial intelligence (AI) are transforming educational design processes, including the creation of Digital Educational Escape Rooms (DEERs), interactive game-based learning environments that promote problem-solving, collaboration, and content engagement. Developing such games is time intensive, requiring puzzle creation, narrative design, media production, and curriculum alignment across learner levels. AI tools may streamline these processes and make developing DEERs process more accessible to teachers. However, successful integration depends on teachers’ attitudes, prior experience with AI, and confidence in applying this technologies pedagogically.

This research aimed to explore how teachers utilized AI tools during the development of DEERs, focusing on the stages of use, the challenges encountered, and the factors influencing their adoption of AI. A qualitative study was conducted with 36 primary and secondary teachers participating in a training program on DEER development, with participants selected based on their technological background and prior exposure to DEERs. Data was collected through a post-training questionnaire with open-ended questions on AI use and through semi-structured, in-depth interviews with six teachers, which examined how AI was applied during the development process, the difficulties faced, and the reasons for not using AI when applicable. The data were analyzed using qualitative thematic analysis of interview transcripts and written responses, and theme frequencies were calculated to identify common patterns.

Teachers described AI as a “digital partner” that supported creative ideation, accelerated production tasks, and helped offset limits in time and technical skills. At the same time, two primary barriers emerged: limitations in AI outputs, including incomplete or inaccurate information, and limitations in teachers’ own knowledge and available time to learn and apply AI tools for developing DEERs.

The findings highlight that the unique stages of developing DEERs such as story writing, puzzle development, and graphic design honed the effective use of AI tools and improved teachers’ ability to design innovative and interactive DEERs using them.

This study contributes to teacher education by showing how creatively developing DEERs through iterative experimentation with AI tools can cultivate digital creativity and move teachers from passive technology users to active co‑creators of game‑based learning. Teachers position AI as a collaborative partner that supports experimentation, problem‑solving, reflection, and independent learning of using AI tools. By enhancing teachers’ competence and confidence in designing DEERs, the study addresses a critical research gap and informs professional development and policy for 21st century teaching.

Keywords: Artificial intelligence in education, Digital educational escape rooms, Teacher as game designer, Educational game development.