This paper presents findings from the pre-piloting phase of the PAIDEIA Project, a European initiative designed to enhance teachers’ competencies for the responsible and effective integration of Artificial Intelligence (AI) in education. The study engaged 12 teachers and educational experts who interacted with an initial curriculum developed using a spiral design and aligned with the DigCompEdu and UNESCO AI Competency Frameworks. Data were gathered through usability testing, structured feedback sessions, and task-based reflections to evaluate the curriculum’s clarity, relevance, and practical applicability. Results reveal high levels of participant engagement and interest, alongside considerable variation in baseline AI knowledge. These findings underscore the importance of scaffolded learning pathways, contextualised classroom examples, and explicit ethical guidance. Participants particularly valued hands-on activities, collaborative dialogue, and authentic classroom scenarios. At the same time, they identified areas for improvement, including clearer terminology, enhanced assessment checkpoints, and more comprehensive guidance materials. Insights from this pre-pilot phase informed targeted curriculum refinements, establishing an evidence-based foundation for subsequent large-scale piloting across European schools. The paper discusses implications for teacher professional development, AI literacy, and the ethical integration of AI within educational practice.