Emerging technologies such as Artificial Intelligence (AI) are shaping our world at a very fast pace, and they are challenging us to rethink our lives as well as our education systems. Technologies powered by AI can be used to solve problems for good in various domains e.g., health or sustainability. However, AI algorithms can be biased, wrong, or misused. This is the reason why developing skills and competencies to better understand AI and be aware of both its positive and negative impact is extremely relevant to every citizen. Still, only a few research studies examine how to teach AI in schools, and even fewer concentrate on teachers' learning. This is a designed-based research study that investigated effective Education and Public Engagement on emerging technologies, specifically AI, through active teacher participation. In this study, teacher learning complexity was acknowledged through the Technological Pedagogical Content Knowledge framework (TPCK). Constructionist learning principles and Design-Based Learning (DBL) approach underpinned the interventions designed to engage both teachers and children to promote AI literacy and awareness. A learning programme focused on AI for primary school teachers was developed and iteratively tested and improved with preservice teachers, teachers, and teacher advisors. Lastly, a learning programme for children was co-designed together with teachers and piloted in school. The findings and recommendations of this study could potentially constitute a guide to support research groups working with emerging technologies to address the need and responsibility of building a bridge between research and the general public. Ultimately, the practical outcome of this research is a scalable and replicable learning programme on AI integrated with curricular subjects designed for primary school teachers and children. Resources and materials created were collected and published in a bespoke printed and digital handbook for teachers and an open-access website.