This study examined the pattern of relationships between the dimensions of teachers' self-reported teaching practices and their attitudes toward artificial intelligence within the framework of psychometric network analysis. A cross-sectional correlational design was used, and data were collected from 376 teachers (300 women, 76 men) working in Kosovo. Self-reported teaching practices were assessed with a five-dimensional scale and attitudes toward artificial intelligence with a three-dimensional scale, both administered in Albanian. A regularized partial correlation network was estimated across the eight dimension scores, and bridge centrality was used to identify the dimensions linking the two constructs. In the primary composite network the cross-construct association appeared to be concentrated in learner-centered instruction; this pattern, however, was not robust. Under reliability-adjusted, alternative-structure, and split-sample analyses, the association was weak and distributed across several teaching-practice dimensions rather than concentrated in one, and the stability of the bridge estimates was low. The perception of artificial intelligence's transformative potential was not linked to any teaching-practice dimension. Perceived competence regarding artificial intelligence decreased consistently with age and seniority, whereas the network structure did not differ by gender under the present specification. The findings map the dimension-level relationship between self-reported teaching practices and attitudes toward artificial intelligence in an under-studied, non-Western context, and indicate that the connection between the two constructs is weak and diffuse rather than mediated by a single bridging dimension.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.