| Sumario: | Background: Interactive technology refers to digital tools that facilitate two‐way interactions between learners and content, such as virtual reality (VR) and artificial intelligence (AI). The integration of interactive technologies in education requires specialised teacher training, where evidence of its effectiveness in the United Arab Emirates context remains limited. Objectives: This case study investigated the observed changes following a three‐week interactive technology training program involving 11 teachers across grades 9–12 in one applied technology school in the UAE, with teachers from science, mathematics, language arts, and vocational education participating in a total of 90 h of training on integrating interactive technology, such as virtual reality (VR) and artificial intelligence (AI). Methods: This study employed an embedded mixed‐methods case study design, incorporating lesson plan analysis (n = 22), classroom observations (n = 11), and semi‐structured interviews (n = 11), with 11 lesson plans analysed pre‐training and post‐training to assess instructional shifts, and observations conducted exclusively after implementation. Lesson plans were evaluated using rubrics aligned with the TPACK framework, SAMR model, and student competency indicators. Classroom observations were assessed using the Technology Integration Observation Instrument (TIOI), and interviews explored teachers' reflections and challenges. Results and Conclusions: Findings revealed notable improvements in TPACK dimensions, particularly technological and pedagogical knowledge, as well as increased planning for student engagement across cognitive, social, and reflective domains. Teachers reported deeper confidence with interactive tools and pedagogical transformation towards student‐centered practices. Takeaways: Although the results reflect the specific context of one school and should be interpreted cautiously, they suggest the transformative potential of targeted, TPACK‐informed professional development to foster meaningful and equitable technology integration. Lay Summary: What is currently known about this topic? ○Interactive technologies can support engagement and personalised learning.○Teachers need professional development to use these tools effectively.○Evidence from the UAE context is still limited.What does this paper add? ○This study examines a three‐week training program on AI and VR integration.○It shows stronger technology integration and more student‐centered teaching.○It also identifies implementation and ethical challenges.Implications for practice or policy ○Professional development should be sustained, practical, and subject‐specific.○Schools need reliable infrastructure and equitable access to technology.○Guidance on AI ethics and critical digital use should be built into training.
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