Teachers' Storyline in the Journey of Developing Creative Teaching Based on Artificial Intelligence

Teachers today are increasingly confronted with students who not only exhibit low motivation for learning but also experience difficulties in understanding and mastering academic content. In such circumstances, creative teaching approaches supported by artificial intelligence (AI) can enhance students' motivation, improve learning outcomes, and respond more effectively to diverse educational needs. Accordingly, the present study aimed to explore teachers' narratives of their journey toward developing AI-supported creative teaching. This study adopted an exploratory-explanatory qualitative design using a narrative inquiry approach. The participants comprised elementary school teachers in Isfahan, Iran, who had experience using AI tools in their instructional practices. Participants were selected through purposive sampling until theoretical saturation was achieved, resulting in a final sample of 26 teachers. Data were collected through unstructured narrative interviews and analyzed using narrative thematic analysis.The analysis yielded ten overarching themes characterizing teachers' developmental journey: individual challenges, educational challenges, technological challenges, individual opportunities, educational opportunities, technological opportunities, fear of making mistakes, development of instructional competencies, integration of teaching with technology, and professional transformation.The findings demonstrate that the journey toward AI-supported creative teaching is a gradual and transformative process that begins with challenges such as limited digital literacy, educational and technological constraints, and fear of making mistakes. As teachers progress through this journey, they continuously develop their professional competencies, redesign their instructional practices, integrate AI technologies into teaching and learning processes, and undergo a transformation in their professional identity. Overall, the findings suggest that the adoption of AI in creative teaching represents not merely a technological shift but also a profound educational, cultural, and professional transformation. Therefore, strengthening technological infrastructure, enhancing teachers' professional competencies, and revising teacher education policies and programs are essential prerequisites for the sustainable development of AI-supported creative teaching.