The rapid emergence of generative artificial intelligence (GAI) is transforming professional development and training practices for educators. AI tools, such as ChatGPT and other content-generation technologies, are redefining the boundaries between knowledge transmission, pedagogical practices, and professional expertise. However, while these tools present new opportunities for adaptive learning, they also generate tensions in the professional identity and agency of trainers. This study examines how adult trainers in professional reconversion navigate the integration of GAI in their practice, particularly within the framework of 'learning lives' (Erstad, 2015). This theoretical perspective emphasizes the fluidity between formal and informal learning, highlighting how professionals construct their expertise across different contexts.

Existing literature on hybrid learning (Membrive et al., 2021) has outlined the ways in which digital environments shape educational practices. Similarly, research on digital literacy (Lankshear & Knobel, 2011) and the sociological critique of technology in education (Selwyn, 2019) suggests that AI is not a neutral tool but rather a transformative force that reshapes educational norms. However, few studies have investigated the specific ways in which trainers engage with these technologies, particularly regarding their professional identity and their ability to maintain agency in teaching design and delivery.

One of the central tensions explored in this study is the dual movement of upskilling and downskilling (Shah, 2023; Chakma & Chaijinda, 2020). While AI provides opportunities for educators to enhance their digital competencies, it also risks deskilling professionals by automating content creation and reducing the need for certain pedagogical skills. This raises critical questions about how training institutions can foster meaningful integration of AI while maintaining professional reflexivity and autonomy.

The study adopts a qualitative research design based on a focus group methodology. Six adult trainers enrolled in a professional reconversion program (Diplôme Universitaire de Formateur d'Adultes - DUFA) participated in the study. The participants come from diverse professional backgrounds, including tourism, commerce, design, and traditional teaching, reflecting a broad range of experiences with digital tools and pedagogical practices. Some had prior exposure to AI applications, while others encountered these technologies for the first time during the training process. The focus group discussions were structured around three key themes: - Technological socialisation: How trainers engage with AI tools and their initial reactions. - Pedagogical transformation: The impact of AI on teaching methodologies and classroom interactions. - Reflexive stances: How trainers critically assess the opportunities and risks associated with AI integration. Data were transcribed and analyzed thematically, following an inductive coding process to identify emerging patterns in attitudes, concerns, and strategies of adaptation. Special attention was given to the role of prior professional experience in shaping trainers’ perceptions of AI’s affordances and limitations. Ethical considerations were paramount in the study design. All participants provided informed consent, ensuring voluntary participation and anonymity. The research adheres to ethical guidelines for qualitative research, with particular attention paid to the participants' rights to withdraw and the protection of personal data.

Preliminary findings suggest that trainers experience a highly ambivalent relationship with AI tools. On the one hand, participants acknowledge the potential of AI for improving pedagogical efficiency, particularly in automating time-consuming tasks such as content generation and assessment design. However, this efficiency is accompanied by anxieties about the erosion of professional expertise and the displacement of traditional instructional roles. These findings align with the 'learning lives' framework (Erstad, 2015), as participants’ attitudes towards AI appear closely linked to their past personal and professional experiences with previous technological shifts. For example, some trainers had already navigated significant technological transformations in fields like graphic design, where digital tools redefined professional skills. Others had developed a critical perspective on digital evolution through personal engagement with shifts in the audiovisual production sector. These experiences influenced how they perceived the current integration of AI into education and training. Several participants expressed concerns about the perceived loss of critical skills, such as nuanced content creation and adaptive pedagogical strategies. Some trainers noted that while AI-generated content can be useful, it lacks the contextual adaptability that comes from years of hands-on teaching experience. This reflects broader debates in the literature on the limits of automation in education (Husdal & Eira, 2024). The study also highlights a gap in professional development structures. Many participants expressed a need for institutional support in navigating AI integration. They pointed to the importance of targeted training programs that not only familiarize educators with AI but also provide a critical framework for assessing its impact on their professional practice. Without such guidance, trainers risk either rejecting AI outright due to lack of confidence or adopting it uncritically, potentially diminishing their pedagogical agency.

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