As artificial intelligence (AI) continues to reshape modern society, there is an urgent need to equip K–12 educators with the skills and confidence to integrate AI tools into their instructional practice. This pilot study examined the preliminary effectiveness of an asynchronous professional development course designed to increase educators’ comfort with AI, shift their perceptions, and expand access to instructional resources. A mixed-methods approach was used to analyze data from 30 participants, including K–12 teachers, preservice educators, and others in educational roles in K–12 schools, who completed pre- and post-course surveys. Quantitative results revealed statistically significant increases in comfort with AI, perceptions of AI, access to resources, and familiarity with AI tools. Correlational analyses found strong positive relationships between perceptions, resource access, and comfort. No significant differences were observed across demographic variables; while this does not establish equivalence, it suggests the course may be broadly accessible across participant groups. Qualitative findings, including participant reflections, highlighted the transformative impact of the course, with educators reporting a shift from skepticism to enthusiasm. The course’s modular design, grounded in best practices for professional learning, was well-received and scalable. Recommendations include expanding the course to a larger and more mixed sample, integrating AI training into preservice teacher education, and updating content regularly to reflect the rapidly evolving AI landscape. This research demonstrates that thoughtfully designed, flexible professional development can build AI literacy and empower educators to adopt emerging technologies with confidence and purpose. As data collection is ongoing, these findings represent early trends that will inform future iterations and expanded implementation.
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