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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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Irreplaceable teachers in the AI era are teacher leaders
Ghamrawi, N., Shal, T., & Ghamrawi, N. A. R. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14006-z · Cited by 4
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Cannanure, V., Yinkfu, B., Bryan, D., Amin, M., & Weber, I. (2026) · arXiv.org · doi:10.48550/arxiv.2604.04139 · Cited by 1
“Recent work suggests AI could help address these constraints by providing on-demand reflection support, feedback, and access to instructional resources [25,17].”
Falemu, F. A. (2026) · International Journal of Applied Resilience and Sustainability · doi:10.70593/deepsci.0202044 · Cited by 1
“The most powerful AI approach in education is machine learning as it allows identifying trends in performance, engagement, and behavior of learners [29-31].”
Duan, Z., Shan, Y., & Gong, Y. (2026) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2026.100589 · Cited by 2
Pancasila Perspective on the Concept of Land Ethic, Deep Ecology, Dark Ecology, and Ecofeminism
Yuwono, A., Tung, M.-D., Flores, J. V., & Kai, L. (2026) · Pancasila: Jurnal Keindonesiaan · doi:10.52738/pjk.v6i1.1314 · Cited by 1
“Empirical research in a number of developing countries shows that women's participation in natural resource management makes a significant contribution to conservation success and poverty reduction (Agarwal, 2009; Bitzer et al., 2024; Meinzen-dick et al., 2019; Ota et al., 2024; Tan et al., 2025).”
Aflalo, E. (2026) · Education sciences · doi:10.3390/educsci16040512 · Cited by 1
Zhou, Q., Hu, L., Zou, X., & Zhang, X. (2026) · Behavioral Sciences · doi:10.3390/bs16040476 · Cited by 1
“…been confirmed by recent studies showing that research on AI in education has focused predominantly on technological applications in teaching, while comparatively limited attention has been paid to how teachers reconstruct professional competence in response to AI integration (Tan et al., 2025).”
Balıkcı, Ş., Terzioğlu, N. K., & Rakap, S. (2026) · Future Internet · doi:10.3390/fi18030158 · Cited by 2
Mosha, N. F., & Ngulube, P. (2026) · Reference Services Review · doi:10.1108/rsr-10-2025-0082 · Cited by 2
Does an AI-Assisted Active Learning Exercise Foster Student Interest?
Gurung, R. A. R., Oxlad, M., & Slade, J. J. (2026) · Teaching of Psychology · doi:10.1177/00986283261425238 · Cited by 1
Martins, K. C. O., Batista, S. G., & Jardim, M. I. D. A. (2026) · Revista de Estudos e Pesquisas sobre Ensino Tecnológico · doi:10.31417/educitec.v12.2799 · Cited by 1
AI Integration in Education: Teachers’ Perspectives, Professional Development & Academic Performance
Shakeel, S., Waheed, N., & Inam, G. (2026) · Journal of Social & Organizational Matters · doi:10.56976/jsom.v5i1.408
Integrating Deep Learning Approaches using GenAI to Enhance Curriculum Design and Learning Processes
Istiara, F., Ajeng, G., & Adijaya, N. (2026) · Proceeding International Conference on Digital Education and Social Science · doi:10.55506/icdess.v3i1.141 · Cited by 1
“AI-powered tools can provide educators with unprecedented insights into student behavior, learning progress, and performance trends, (Tan et al., 2025).”
Canva AI–assisted prayer learning approach in islamic education based on the TPACK model
Zainol, M. Z., Muhamad, N., & Sabri, M. N. M. (2025) · ATTARBAWIY Malaysian Online Journal of Education · doi:10.53840/attarbawiy.v9i2.379 · Cited by 1
“The use of AI also facilitates continuous formative assessment, enabling learners to reflect on their learning and educators to monitor progress more effectively (Tan et al., 2025).”
Maryansyah, Y., Riyanto, A., Utama, T. H., Ahda, N. V., Lora, H. A., & Lestari, L. (2025) · DIKDIMAS Jurnal Pengabdian Kepada Masyarakat · doi:10.58723/dikdimas.v4i3.538 · Cited by 2
“However, the existence of such media alone does not ensure learning gains; the influence is critically mediated by instructor expertise, beliefs, and instructional material design quality (Tan et al., 2025; A’yun et al., 2025) .”
InfluentialJunadhi, Defit, S., & Okfalisa, O. (2025) · International Conference on Emerging Trends in Information Systems and Informatics (ICETISI) · doi:10.1109/icetisi67983.2025.11405876 · Cited by 1
“Nevertheless, most existing systems remain limited to text generation alone, without integrating multimodal dimensions such as emotional expression, visual cues, and pedagogical context elements that are essential for early childhood learning [8], [9].”
Rojas, S. G., Alvino, F. P., Hinostroza, W. C. S., & Zevallos, F. O. C. (2025) · Scientia Andes · doi:10.64230/sca.v1i4.22 · Cited by 1
Analysis of the Integrated E-Mesp 4CS Mobile Instrument
Winaryati, E., Munsarif, M., Junaedi, I., Utomo, Arianty, A. D., Khoirunisa, A., & Ibrahim, K. M. (2025) · Jurnal Penelitian Pendidikan IPA · doi:10.29303/jppipa.v11i11.12980 · Cited by 1
Gao, M. (2025) · Computers and artificial intelligence · doi:10.70267/cai.25v2n3.143149 · Cited by 1
“…teaching, the generated content, feedback mechanisms, and interactive learning environment constitute the stimuli (S); learners’ emotional and cognitive reactions represent the organism (O); and their learning performance forms the response (R) (Mehrabian and Russell, 1974, Tan et al., 2025).”
Tanta, T., Satar, S., Nurbaya, N., & Listiani, H. (2025) · JURNAL IQRA · doi:10.25217/ji.v10i3.6676
Karimulloh, Khaerudin, & Siregar, E. (2025) · JKTP Jurnal Kajian Teknologi Pendidikan · doi:10.17977/um038v8i42025p284-297 · Cited by 3
Designing a matrix training for teacher professional development in a digital environment
Ovcharuk, O., Soroko, N., & Kravchyna, O. (2025) · DigiTransfEd · doi:10.55056/ceur-ws.org/vol-4096/paper4.pdf · Cited by 1
“…conducted an analysis of SCOPUS and WEB of Science articles from 2015 to 2024 on the problem of using AI in the professional activities of teachers [15], particularly pay attention to the relevance of Conversational AI (e.g., Dialogflow, IBM Watson, ChatGPT, SnatchBot) for the use of such…”
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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