Abstract
<jats:p>The rapid integration of artificial intelligence (AI) into education has created new opportunities as well as significant challenges for teachers, particularly in vocational settings. This qualitative single-case study examines how Public Vocational High School Information Technologies (IT) teachers in Türkiye perceive their readiness, resistance, and adaptation to AI integration in their teaching practices. Guided by Oreg's (2003) Resistance to Change model, semi-structured interviews were conducted with 12 experienced IT teachers. Thematic analysis revealed that teachers largely view AI as a practical assistant that enhances efficiency, supports instructional planning, and accelerates problem-solving, while simultaneously expressing concerns about student overreliance, superficial learning, and ethical risks. Results indicate that teachers' readiness is shaped by an interplay of enabling factors—such as AI's perceived usefulness and alignment with IT curricula and constraining factors, including heavy workload, limited training, knowledge gaps, and infrastructural limitations.</jats:p>