Abstract
Artificial Intelligence (AI) is transforming the pedagogical practices in education; however, its effective adoption requires more than the technological development. The technological pedagogical content knowledge (TPACK) is also influenced by teachers’ readiness to incorporate AI in their teaching, which in turn depends on the institutional support in the form of professional development, resources, and administrative encouragement. This paper explores how institutional support influences teachers’ AI-TPACK readiness. To conduct this research, a quantitative research design was applied, and English language educators were surveyed to determine the relationship between institutional support and the adoption of AI. The results show that institutional support improves teachers’ AI-TPACK abilities in specific areas, for example, TPK and TCK. However, concerns such as AI ethics, and overreliance on tools persist, thus requiring thorough preparation for AI-focused professional training. The study further suggests that long-term, dynamic professional training programs should address not only the technical aspects of AI but also the theoretical underpinning of using AI in teaching and learning and ethical issues in AI. In the context of the rising influence of AI on education, institutions need to establish clear policies and programs for the rational emergence of AI in classrooms. The findings of this study therefore are significant in helping policymakers, educators, and institutional administrators to improve the integration of AI in education.