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

“This finding is consistent with research suggesting that users’ perceptions of the usefulness and value of AI influence their willingness to engage with the technology (Nikolopoulou et al., 2020; Tan et al., 2025; Wang et al., 2025).”

“…have examined technology integration in professional development broadly, surprisingly few empirical studies have specifically investigated how unequal access to technology shapes the nature, depth, and quality of collaborative reflective practices within formal PLC structures(Tan et al., 2025).”

“Tan et al. (2025) menunjukkan bahwa pengembangan profesional merupakan aspek yang perlu diperkuat agar penggunaan AI dalam pendidikan dapat berkembang secara berkelanjutan, sedangkan Dogan et al. (2025) memperlihatkan pentingnya integrasi pengetahuan teknologi dan pedagogi dalam program…”

“…pressure-laden academic contexts, such as continuous technological adaptation, institutional expectations for AI integration, and performance norms surrounding AI-supported teaching and research (Vallerand et al., 2003; Curran et al., 2015; Chuang et al., 2025; Tan et al., 2025; Hu et al., 2025).”

“Temuan ini berhubungan dengan hasil tinjauan Tan et al. (2025) yang menekankan kebutuhan pengembangan profesional AI yang sesuai dengan praktik guru.”

“Participation in continuing professional development can be limited when training competes with these existing obligations [6].”

“Tan et al. (2025) show that research on AI in education continues to devote more attention to applications in teaching than to teachers’ professional development needs.”

“In this study, S. Tan et al (2025) studied the use of AI in teaching and found that while research on using AI has advanced significantly, the application of AI in pedagogy is not as well developed as that of other studies.”

“The development of science and technology, particularly in generative artificial intelligence (GenAI), has revolutionized the teaching profession in unprecedented ways (Tan et al., 2025).”

“AI contributes computational scalability, adaptive processing, and continuous instructional assistance, while teachers contribute contextual understanding, empathy, ethical judgment, social interaction, and pedagogical expertise [72].”

“Selain itu, temuan ini memperkuat pandangan bahwa pemanfaatan AI untuk pengembangan profesional pendidik akan lebih optimal apabila didukung oleh tata kelola dan pedoman implementasi yang jelas (Tan et al., 2025).”

“Di samping itu, sebagian besar penelitian pada guru menekankan penggunaan AI dalam pengajaran dan evaluasi, sementara aspek pendidikan guru (profesionalisme, etika, mindset reflektif) kurang mendapat perhatian (Tan et al., 2025).”

“Tan et al. (2025), in a systematic review, highlighted that while 65% of studies on AI in education considered its role in pedagogy, only 35% investigated AI professional development on teacher awareness.”

“Teacher professional development reviews also highlight the importance of linking AI knowledge to real-world teaching activities [10,19].”

“A systematic review by Tan et al. (2025) of research published between 2015 and 2024 reports a persistent mismatch between the professional development opportunities that are supplied and the AI-integration support that teachers actually demand, with provision concentrated in formal institutions.”

“When training facilities exist, they are typically general-purpose and not tailored to the specific needs of particular subjects or their local settings [5, 20].”

“…2026; Royal Society, 2024; Kvist, 2025; Rahiman, Kodikal, 2024; Aithal, Aithal, 2023) Summarize, extract, and organize prior research efficiently (Tan et al., 2025; Kvist, 2025; Alier et al., 2024; Royal Society, 2024) Draft routine prose, notes, and research documentation (Bowen, Watson, 2026;…”

“Third, it offers a capability-based perspective to support the design of AI-enabled learning systems that are not only technically robust but also aligned with users’ cognitive processes and practical contexts [18], [20].”

“As highlighted in the systematic review by X. Tan et al. [16], there are no empirically validated models of professional development grounded in the diagnosis of faculty members’ real needs, which limits the effectiveness of PDPs.”

“AI can help teachers structure instruction and improve planning efficiency, although such use still requires pedagogical grounding (Tan et al. 2025).”

“Merespons kendala yang terjadi menunjukkan hal yang sejalan Tan et al. (2025) bahwa adanya kesenjangan antara potensi penggunaan AI yang sangat luas dengan praktik mengajar guru di lapangan.”

“The current body of research mainly focuses on technological capabilities and institutional policy responses but lacks studies on teachers' experiences, perceptions, and conceptual shifts regarding AI in assessment (Mulyani et al., 2025; Tan et al., 2024).”

“Similarly, another study emphasized that AI systems can support teachers by automating monotonous tasks, monitoring learner progress, and providing data-driven instructional insights (Tan et al., 2025).”

“Penelitian lain menunjukkan bahwa AI dapat digunakan untuk mendukung analisis pembelajaran adaptif, pengembangan kreativitas, serta pengambilan keputusan berbasis data [15], [16].”

“…is theoretically supported by research on technology self-efficacy, AI literacy, and TPACK, which consistently demonstrates that increased knowledge enhances confidence, clarifies expectations, and strengthens value per - ceptions (Kasinidou et al., 2024; Tan et al., 2025 ; Yue et al., 2024 ).”

“In addition, teachers frequently use AI-enhanced writing tools and feedback systems, such as Grammarly, AI grammar/feedback plugins (Mekheimer, 2025) and domain-specific LLM integrations for roleplays, task generation, simplified texts, and formative assessments items (Tan et al., 2025).”

“…on AI in education highlight that its positive effects depend on thoughtful implementation, teacher competence and alignment with learning outcomes, while the presence of technology alone does not guarantee better educational outcomes (Garzón, Patiño & Marulanda, 2025; Tan, Cheng & Ling, 2025).”

“X. Tan, G. Cheng, M.H. Ling [11] отмечают, что в настоящее время суще-ствует определенный дисбаланс в исследованиях между применением искус-ственного интеллекта для обучения студентов и профессиональным развитием самих преподавателей, при этом большинство исследований сфокусировано на школьном…”

“Importantly, the literature shows that most AI research in education focuses on student-facing applications, with comparatively little attention to AI for teacher professional development (Tan et al., 2024).”

“However, generative AI can intervene in the learning process itself within the lesson, as it can continue dialogue based on learner input and dynamically adjust the granularity of explanations and the order of presentation [6].”

“On the other hand, its implementation raises questions about the reliability of generated content, the role of the teacher, academic integrity, and the need for critical digital competence [1], [2].”

“Tan et al. focused on AI applications in teaching and teacher professional development, emphasising the necessity of integrating technology with pedagogical theory [10].”

“The E-CARGO model maximises system efficiency through precise alignment of core elements, having demonstrated validated effectiveness across multiple domains [4], [14], [5], [15].”

“Teachers’ pedagogical application of AI and its links with professional learning and school-level support remain less examined [8].”

“Despite its significance, and amid an AI-in-education literature focused more on teaching applications than on teachers’ AI-supported professional learning [9], the factors shaping effective teacher engagement in GenAI-supported teacher-AI dialogue remain underexamined [10].”

“Tan (2024), in AI in Teaching and Teacher Professional Development, also confirms that AI tools optimize the educational process and reduce teacher workload by automating repetitive tasks, allowing more time for creative and analytical work.”

“…storytelling activities using digital technology while ensuring that the generated content remains appropriate for early childhood learners [20], [21]. https://doi.org/10.12928/spekta.v7i1.15957 Through this training program, teachers were introduced to practical strategies for integrating…”

“The rapid rise of generative artificial intelligence (AI), including ChatGPT, Google Gemini, and Meta AI, has transformed the global pedagogical landscape at an unprecedented pace (Haetami, 2025; Tan et al., 2025).”

“Despite concerns over critical thinking and ethics (Malik & Shah, 2025; Pang et al., 2025b), Tan et al. (2025) and Tripathi et al. (2025) explained that AI may guide students through practice exercises, and teachers can build trust, encourage resilience, and respond to emotional needs, ensuring…”

“Yet reviews still show that teacher-facing applications are relatively understudied compared to student-facing uses and that empirical research often fails to adequately account for teacher judgement in AI-informed design (Barnes and Tour 2026; Eedelouei 2026; X. Tan, Cheng, and Ling 2025).”

“The last case opens the dominant paradigm in AI-teacher research remains techno-centric: it asks how teachers can use AI tools more effectively, how AI can personalize learning, or how AI literacy can be integrated into curricula (Tan, Cheng, & Ling, 2025; Hoa et al., 2026).”

“Prior work suggests that prompts and scaffolds are effective when they are adjusted to task goals, learner state, and interactional progress [19, 20].”

“AI-based techniques can be used to optimise drug delivery systems to achieve desired drug stability, bioavailability and delivery to improve drug efficacy (14).”

“First, most studies focus on general AI awareness or single-tool training rather than comprehensive, theoretically grounded professional development programs [23, 28, 45].”

“Other studies have examined AI integration policy in university contexts [5], teachers’ professional development needs [6], and determining factors of students’ AI usage in learning [7].”

“Their responses to AI are further shaped by their professional experience, institutional support, and the forms of expertise and professional learning required to integrate emerging technologies into meaningful educational contexts [8, 11].”

“Systematic reviews have begun to consolidate this evidence: Tan et al. (2025) synthesised a decade of research and documented a marked imbalance between studies of AI in classroom teaching and the comparatively neglected question of AI in teacher professional development.”

“Pembelajaran berbasis komunitas dan program bimbingan juga telah terbukti membantu guru dalam mengintegrasikan teknologi dengan tepat (Crompton & Burke, 2024).”

“…paid to practical issues of using various systems and those problems that can be successfully solved with the help of AI, theoretical issues related to the teacher's place in education, the impact of AI on his professional development, and the likely change in the teacher-student relationship [5].”