Abstract:

This study explores the pedagogical potential of artificial intelligence and interactive avatars within a structured in-service teacher professional development program. The research focuses on concrete applications of AI-enhanced teaching methods, including adaptive learning pathways, automated feedback systems, and micro-teaching scenarios supported by AI-driven avatars.

The sample consisted of 160 in-service teachers who voluntarily enrolled in a training program aimed at improving their digital-pedagogical competencies. Interactive avatars were implemented as mediators of instruction, providing guided demonstrations and real-time scaffolding.

Quantitative and qualitative findings indicate that the use of artificial intelligence and avatars significantly increases teacher engagement, supports more effective acquisition of methodological and technological skills, and strengthens confidence in applying digital tools within authentic classroom contexts. Most participants reported that the training fully met — and even exceeded — their expectations. Furthermore, the majority expressed strong motivation to integrate AI-driven avatar resources into daily practice, particularly for generating new ideas and creating diverse instructional materials for students.

The study proposes a model for the systematic integration of AI-supported methods into teacher education programs and highlights implications for curriculum design, institutional digital strategies, and the long-term professional development of educators.

Keywords:

Artificial intelligence, Interactive avatars, Teacher education, Innovative teaching methods, Professional development, Educational technology, AI-mediated instruction.