This study explores the integration of AI education into a Hong Kong primary school through modular STEM activities, addressing challenges related to teacher preparedness and curriculum design. Collaborating with three STEM teachers, we co-developed hands-on learning modules delivered via an after-school club. Qualitative analysis of observations, interviews, and learning artifacts revealed teachers' initial conceptual and technical struggles, which were mitigated by iterative co-design and low-code tools. While modular resources lowered entry barriers, dependency risks emerged, particularly among novice educators relying on predefined learning content. Experienced teachers demonstrated adaptive innovation, repurposing STEM pedagogies for AI contexts. Findings emphasize the dual role of modular STEM activities—standardizing implementation while enabling flexibility for skilled educators. Furthermore, the findings underscore the need for structured teacher professional development (TPD) that provides scaffolded support to promote autonomy among in-service teachers, fostering critical AI literacy and pedagogical agency. © 2025, The Education University of Hong Kong. All rights reserved.
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