Generative Artificial Intelligence in the Continuous Professional Development (CPD) of Spanish Teachers in Portugal

Introduction: Generative AI has shifted attention toward pedagogical integration, risks, and relevance for Spanish language teaching and continuing professional development. Objective: To analyse teachers’ perceptions of AI in pedagogy, personalization, and future integration. Methods: Qualitative documentary and reflexive thematic analysis of 30 final reports from an accredited b-learning CPD course for Spanish teachers in Portugal. Results: Teachers valued AI for planning, materials design, assessment, efficiency, personalization, inclusion, and autonomy, but rejected teacher replacement and called for stronger literacy, ethics, and training. Conclusion: AI is useful pedagogical support, but its value depends on mediation, critical use, and contextualized integration.