The DOI matches its Crossref record; 119 of the 125 references it cites were found in a registry or an index.
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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Fu, L., & Yan, J. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1958619 · Cited by 1
Lobo, J. (2026) · Physical Education Theory and Methodology · doi:10.17309/tmfv.2026.5.02 · Cited by 1
“Tan et al. (2025) found that research on AI in teaching remains more focused on application than on the professional learning teachers need to integrate AI responsibly.”
Agentic AI dual channel fusion for sentiment aware adaptive learning in educational AI tool adoption
Wang, H., & Bai, R. (2026) · Discover Artificial Intelligence · doi:10.1007/s44163-026-02118-x
“Among teachers in school settings, just around 25% of U.S [27].”
Wang, J., & Li, P. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1790916
Njadat, E. N. A. (2026) · Journal of Educational and Social Research · doi:10.36941/jesr-2026-0398
“Professional development should be the first step in teacher development and hardware acquisition, followed by the provision of resources to support the acquisition of teacher expertise, confidence, and responsibility to use these tools (Tan et al., 2025).”
Mubarok, H., Rostika, Y., Komaro, M., & Saripudin (2026) · International Journal of Educational Practice and Policy · doi:10.66314/ijepp.v4i3.1182
“…(2026) pre-post design captures competence at a single point in time, so none of the six can show whether a professional-development intervention produces change that persists a gap also flagged in broader reviews of AI focused teacher professional development (Tan, X. et al., 2025; Tan, Q., 2025).”
Humanos en la era del aprendizaje inteligente
Viteri, G. A. M., Patricia, M. M. K., Maribel, S. F. G., & Dayana, R. G. M. (2026) · Revista Multidisciplinar Ciencia y Descubrimiento · doi:10.63816/av5afr11
Nasrin, F., Uddin, M., & Luo, F.-Y. (2026) · Education sciences · doi:10.3390/educsci16091426
Agustina, H. R., Hasanah, A. N., Yulita, I. N., Megatami, N., Atout, M., Gunawan, T. S., & Samirah, K. (2026) · Journal of Multidisciplinary Healthcare · doi:10.2147/jmdh.s626516 · Cited by 1
“28 Overall, this review suggests that AI-supported educational technologies have promising potential to complement interprofessional healthcare education by providing immersive, adaptive, and personalized learning experiences.”
Gamboa, A. B., & Miranda, J. P. P. (2026) · International Journal of Advances in Applied Sciences · doi:10.11591/ijaas.v15.i3.pp998-1005
“In higher education specifically, GenAI has been reported to assist teachers in lesson preparation, assessment design, feedback generation, and routine academic tasks, which can reduce workload and improve instructional efficiency [9]–[11].”
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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