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Cited by 544Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationEducational Technology and Pedagogy

Artificial intelligence in teaching and teacher professional development: A systematic review

Open access
Tan, Xiao, Cheng, Gary, Ling, Man Ho·2025·Computers and Education: Artificial Intelligence
DOI 10.1016/j.caeai.2024.100355
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Abstract

The application of Artificial Intelligence (AI) technology in education is increasingly recognized as a key driver of educational innovation. While extensive literature exists on the integration of AI technologies in educational settings, less emphasis has been placed on the critical role of teachers and their professional development needs. This study systematically reviews research conducted between 2015 and 2024 on teachers' use of AI technology in their teaching and professional development, focusing on the relationship between the supply of professional development opportunities and the demand for AI integration among teachers. Using PRISMA principles and protocols, this review identified and synthesized 95 relevant research articles. The findings reveal a significant imbalance in research focus. Specifically, 65% of the studies examined the application of AI in teaching, including technologies such as conversational AI and related technologies, AI-driven learning and assessment systems, immersive technologies, visual and auditory computing, and teaching and learning analytics. In contrast, only 35% of the studies explored AI's role in enhancing teacher professional development. This review highlights a gap in research addressing the development needs of teachers as they integrate AI technologies into their teaching practices. It emphasizes the need for future research to focus more on the potential of AI in teacher professional development and to investigate how AI tech…

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  • The widespread availability of GAI tools capable of generating explanations, case analyses, and personalized learning materials challenges the conventional assumption that teachers serve as the primary source of information and guidance.

    “The widespread availability of GAI tools capable of generating explanations, case analyses, and even personalized learning materials challenges the conventional assumption that teachers serve as the primary source of information and guidance [11, 12].”

    From Expanding the Roles of Medical Educators in the Generative Artificial Intelligence Era: A Qualitative Study (2026) · cites this paper as [12]

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Authors
Tan, X., Cheng, G., & Ling, M. H.
Affiliations
Education University of Hong Kong (HK)
Corresponding author
Cheng, Gary
ORCID
Venue
Computers and Education: Artificial Intelligence
Publisher
Elsevier BV
Published
2025-06
Volume
8
Pages
100355
ISSN
2666-920X (ISSN-L)
DOI
10.1016/j.caeai.2024.100355
OpenAlex
W4405695061
Cited by
420
References
125
Citations by year
2026: 288 · 2025: 132
FWCI
24.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
  • The Education University of Hong Kong
  • Education University of Hong Kong (02181)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Educational Technology and Pedagogy
Keywords
artificial intelligence in education, teacher professional development, AI in teaching, conversational AI, immersive technologies, learning analytics, teaching analytics, research gaps

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