This paper analyses a continuing professional development experience for teachers and educators, centred on the responsible pedagogical integration of Artificial Intelligence (AI) into teaching practice. The programme, developed at Colégio Alfacoop in Portugal during the 2025/2026 academic year, involved 143 participants and was structured around three thematic modules totalling 25 hours in a blended learning format. Grounded in a critical and humanistic perspective, the programme aimed to redefine the teacher’s role as an active mediator and curator of meaningful learning experiences, within a context of increasing automation and the widespread availability of generative AI tools. Preliminary findings suggest that structured professional development, underpinned by sound ethical and pedagogical principles, can contribute to the development of robust AI literacy among teachers, fostering more differentiated, inclusive and learner-centred practices. The paper also discusses the tensions inherent in integrating AI into educational contexts, particularly with regard to assessment, intellectual authorship and digital equity.