This international community-engagement programme aimed to strengthen generative artificial intelligence literacy and digital pedagogical competence among eight prospective English teachers at Universiti Tun Hussein Onn Malaysia. Grounded in Indonesia’s Tridharma framework, the programme employed presentations, demonstrations, guided practice, collaborative assignments, mentoring, verification exercises, and participant presentations. Its content addressed prompt construction, material development, output validation, digital ethics, academic integrity, and human-centred pedagogy. The average score increased from 57.70 in the pre-test to 84.20 in the post-test, representing a 26.50-point improvement. Participants developed learning materials, media products, sample prompts, presentations, responsible-use guidelines, and verification procedures. These outcomes indicate improvement in participants’ capacity to formulate context-sensitive prompts, evaluate generated content, and retain responsibility for instructional decisions. Nevertheless, the small participant group, single setting, and short duration restrict generalisation. Continued mentoring, microteaching, portfolio development, longitudinal evaluation, and Indonesia–Malaysia collaboration are recommended to consolidate learning and support adoption in teacher education.