Published Paper Details:

Artificial Intelligence (AI) is rapidly transforming Commerce Education by offering unprecedented opportunities for personalized learning, data-driven assessment, and adaptive curriculum development. This research explores the relationship between teachers' competencies and attitudes towards the integration of AI in commerce education, investigating both the enabling factors and persistent challenges educators face in adapting to this technological paradigm shift. Utilizing a structural equation demonstrating approach and an extensive review of recent literature and empirical data, the study identifies that positive teacher attitudes toward AI strongly predict the development of cognitive, fundamental, and educational management competencies, while digital skills alone are insufficient for the effective implementation of AI technologies in classrooms. Key findings point to the necessity for comprehensive professional development, collaborative learning environments, and institutional support to foster AI literacy among commerce educators. Major barriers identified include limited access to technological infrastructure, ethical concerns over bias and equity, and resistance stemming from gaps in AI awareness and pedagogical adaptation. The paper concludes with strategic recommendations for policymakers and educational leaders, advocating for ongoing teacher training, investment in digital resources, and the establishment of industry partnerships to prepare teachers for the future demands of commerce education in the AI era.