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Artificial intelligence in teaching and teacher professional development: A systematic review
Open accessAbstract
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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“Practically, UTAUT suggests that teachers who frequently engage in professional development activities involving AI are more likely to develop operational competence and confidence in these tools, reinforcing their belief that AI can support teaching and learning (Tan et al., 2025).”
Zhang, S.-L., & Maharjan, S. (2026) · arXiv.org · doi:10.48550/arxiv.2603.18914 · Cited by 4
“AI mechanisms, models, systems, and applications now permeate energy [2], healthcare [3], finance [4], manufacturing [5], transportation [6], automation [7] and vehicles [8], government services [9], and knowledge work [10].”
AI as a Pedagogical Partner: A Value-Based Framework for Digital Ethics in Civic Education
Muchtarom, M., Raharjo, R., & Suryaningsih, A. (2026) · Journal of Culture and Values in Education · doi:10.46303/jcve.2026.14 · Cited by 2
“…numerous studies have examined the integration of technology in education (Kakabayeva et al., 2025; Kamalov et al., 2023; Kilinc et al., 2023; Tan et al., 2025) and the increasing importance of digital ethics (Guenduez et al., 2025; Reyman & Sparby, 2020), research that explicitly connects…”
Philippakos, Z. A. T. (2026) · AI in Education · doi:10.3390/aieduc2010003 · Cited by 6
“…framework into classroom instruction and cultivate students’ critical evaluation skills, teacher preparation programs and ongoing PD of in-service teachers are essential, especially when the latter find that they are in need of such support (Traga Philippakos & Rocconi, 2025; Tan et al., 2025).”
Storm-Mathisen, A., Giæver, T. H., Helle-Valle, J., Engen, B. K., & Karstensen, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2025.1694082 · Cited by 4
Jinowat, N., Wiboolyasarin, K., Chomchuen, F., & Wiboolyasarin, W. (2025) · Foreign Language Annals · doi:10.1111/flan.70042 · Cited by 4
Ng, J. Q. X., Chua, J. Y. X., Choolani, M. A., Li, S. W. L., Foo, L. F., Pereira, T. L., & Shorey, S. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104488 · Cited by 4
Güngör, İ. C., & Öztürk, T. (2025) · Recep Tayyip Erdoğan Üniversitesi Sosyal Bilimler Dergisi · doi:10.34086/rteusbe.1660052 · Cited by 5
Nugraha, N. A. A., Firmansyah, M. I., & Nugraha, R. H. (2025) · Tarbiya : Journal of Education in Muslim Society · doi:10.15408/tjems.v12i1.50479 · Cited by 4
“…have already articulated a domain-specific three-layer training model technical, pedagogical, and assessment grounded in the needs of Qur’anic learning rather than in generic ICT upskilling (Chiu et al., 2025; Huwer et al., 2025; Setiyawan et al., 2025; Tagare et al., 2025; Tan et al., 2025).”
Chan, K. K. H., Xu, L., & Mesiti, C. (2025) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-025-10584-5 · Cited by 5
“With the rise of generative AI (GenAI) technologies-enabled TPD programs (Copur-Gencturk et al., 2024; Tan et al., 2025), it is clear that technology will continue to profoundly influence the design, implementation, and assessment of TPD.”
Nguyễn, N., & Pham, H. T. (2025) · Advances in Artificial Intelligence and Machine Learning · doi:10.54364/aaiml.2025.53239 · Cited by 4
“The infusion of AI marks the latest and perhaps most transformative phase in the evolution of DLRs. AI is increasingly central to both automating the development process and personalizing the learning experience [18].”
Gai, G., Zhu, X., & Yang, F. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14047-4 · Cited by 5
“Prior studies indicate that AI use can support TIB by reducing routine instruc - tional demands and freeing cognitive resources for higher-order pedagogical activities, thereby fostering experimentation and innovation (Hutson et al., 2024; Tan et al., 2025 ).”
Zhao, J., & Yang, X. (2026) · Discover Education · doi:10.1007/s44217-026-01611-w · Cited by 6
“Salient perceived risks, including concerns about data privacy and security [11, 12], anxiety regarding professional role displacement [16, 23], and worries about output reliability and academic integrity [5, 24], are likely to act as powerful inhibitory factors.”
Sáez, Y., Garcia, L. M., Mochón, A., & Isasi, P. (2026) · Scientific Reports · doi:10.1038/s41598-026-48656-3 · Cited by 7
“• Sentence embedding similarity ( Sentence emb ): Instead of individual words, sentence-level embeddings 11 provide a holistic representation of the text.”
Mosia, M., & Nannim, F. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1803423 · Cited by 3
Wu, M., Yao, J., & Al-Hashimy, H. N. H. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1806618 · Cited by 3
Xu, J., Tian, M., Peng, F., Hu, D., & Liu, M. (2026) · BMC Psychology · doi:10.1186/s40359-026-04484-8 · Cited by 6
“Prior studies indicate that the use of GAI in teaching deepens teachers’ understanding of AI mechanisms and application scenarios, fostering greater critical thinking and technological judgment [46–47].”
Questioning the “Magic” of Generative Artificial Intelligence in a Science Methods Course
Pleasants, J., & Morris, M. M. (2026) · Journal of Science Education and Technology · doi:10.1007/s10956-026-10300-0 · Cited by 3
“GenAI is often argued to be a tool that can make teachers’ work easier, more efficient, and more effective (Adams, 2025; Luckin et al., 2022; Tan et al., 2025).”
Porwal, S., & Shabbir, N. (2026) · Ìnformacìjnì Tehnologì ì Zasobi Navčannâ · doi:10.33407/itlt.v111i1.6347 · Cited by 3
“Teachers as well as professionals have been facing the significant imbalance in the use of AI in research and its potential, which could address ethical challenges and consider scholars learning perspectives [1].”
Dourvas, I. N., Kokkonis, G., & Kontogiannis, S. I. (2026) · Electronics · doi:10.3390/electronics15050930 · Cited by 6
Meta-analysis on the influence of AI agents on K-12 student cognitive performance
Liu, J., Mbowe, A. E., Tahri, D., & Aziku, M. (2026) · Computers in Human Behavior Reports · doi:10.1016/j.chbr.2026.100973 · Cited by 4
Metadata
- Authors
- Tan, X., Cheng, G., & Ling, M. H.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Cheng, Gary
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2025-06
- Volume
- 8
- Pages
- 100355
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4405695061
- Cited by
- 420
- References
- 125
- Citations by year
- 2026: 288 · 2025: 132
- FWCI
- 24.00
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- 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
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › 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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