The increasing use of Artificial Intelligence (AI) in education presents new challenges, particularly in evaluating the credibility of AI-generated content. This study explores the attitudes and evaluative skills of 279 in-service primary and secondary teachers in assessing AI-generated information on urban heatwaves, as a climate-related issue. Using a quantitative pre-and-post design, data were collected through a digital questionnaire administered before and after a targeted training intervention. The instrument, informed by the CRAAP test, assessed teachers’ ability to critically appraise AI-generated content. Findings revealed initial concerns about students’ reliance on AI and difficulties in evaluating the validity and reliability of AI-generated data. Post-training results demonstrated marked improvements in participants’ evaluative competencies across all CRAAP dimensions, particularly in assessing the currency and relevance of AI-generated content. These outcomes underscore the effectiveness of targeted training and reinforce the ongoing need to strengthen digital and data literacy among educators.