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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Umryk, M. A. (2025) · The Scientific Notes of the Pedagogical Department · doi:10.26565/2074-8167-2025-57-13
Karaman, M. R., & Göksu, İ. (2025) · Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi · doi:10.53444/deubefd.1779666
INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO: A FORMAÇÃO DOCENTE COMO MEDIAÇÃO INDISPENSÁVEL
Cardoso, F. N. M., Diolindo, L. C., MENDES, M. J. C. F., & de Castro, K. O. (2025) · Revista Multidisciplinar do Nordeste Mineiro · doi:10.61164/6tttxq19 · Cited by 1
Empowering Educators Through Large Language Models: A Systematic Review
Jalgaonkar, Z., Gaikwad, H. R., & Laddha, M. D. (2025) · OITS International Conference on Information Technology (OCIT) · doi:10.1109/ocit66168.2025.11400143
“AI, particularly LLMs, assists teachers [4] in professional development by providing support in teaching practices, content creation, automated grading, expert support and real-time access.”
Empowering Educators Through AI-Assisted Code Generation for Life Skills Education
Eamcharoen, P. (2025) · 2025 7th International Conference on Modern Educational Technology (ICMET) · doi:10.1109/icmet67594.2025.11451843
Majeed, M. K., & Ahamad, T. B. (2025) · EDUCARE Journal of Primary Education · doi:10.35719/educare.v6i2.379
“In line with the analysis of Tan et al. (2025), female teachers have proven to be more capable of converting the use of AI into functional and applicable pedagogical competencies.”
ผู้บริหารสถานศึกษาและคุณภาพชีวิตการทำงานของครูในยุค AI
โพธิ์ศรี, ณ. (2025) · วารสารสังคมศึกษาปริทรรศน์ · doi:10.64186/jsp2646
Acheampong, R. (2025) · International Journal of Applied Mathematics · doi:10.12732/ijam.v38i12s.1557
“The issue of data privacy, algorithmic bias, and overreliance on automation raises ethical issues that place the burden on teacher education programmes to develop AI literacy and ethical consciousness in future teachers (Tan et al., 2024).”
Chalk to Cloud: Transformative Journeys of Mathematics Teachers Adopting AI in Philippine Classrooms
Estacio, D. M., Escaño, J. D. B., Ty, G. L., Condez, D. N., Magsino, T. A., & Legaspi, C. N. (2025) · Proceedings of the 9th International Conference on E-Society, E-Education and E-Technology · doi:10.1145/3802409.3802460
“This pattern supported findings by [5] [24], who observed that Filipino teachers often engaged in self-directed AI learning due to the absence of centralized training frameworks.”
InfluentialShen, Z. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2596061
“In this transformation, AI teachers are assuming increasingly critical roles in virtual teaching and learning (Tan et al., 2025).”
InfluentialAkromi, E. N. A. A. (2025) · Jurnal Ekonomi Teknologi dan Bisnis (JETBIS) · doi:10.57185/5975rm80
“These recommendations are consistent with Tan et al. (2025) systematic review conclusion that research on AI in professional development must prioritize addressing technological and ethical challenges to ensure the responsible and effective integration of AI in education, and with the EQUIP…”
Building capacity for AI-powered learning
Tibbs, A. (2025) · ASCILITE Publications · doi:10.65106/apubs.2025.2647
“…include concerns around their use in assessment (Corbin et al., 2025; Lyu et al., 2025) as well as potential negative effects on learning, when commercially available chatbots are used by students without effective pedagogical scaffolding (Bauer et al., 2025; Fan et al., 2025; Tan et al., 2025).”
Ruangroengkulrit, P., & Tongkaw, S. (2025) · 2025 10th International Conference on Information and Communication Technology for the Muslim World (ICT4M) · doi:10.1109/ict4m68001.2025.11363494
“…emphasizes the importance of redirecting future research toward exploring AI’s role in teacher professional development, advocating for a more balanced approach that considers both student learning outcomes and teacher instructional needs when investigating AI applications in education [17].”
Sustainable AI in Education: Innovations for Equitable and Ethical Learning Futures
Barykin, S., Ikramov, M. A., & Nabieva, N. M. (2025) · Digital Culture and Education Review · doi:10.63718/dcer.v1i2.14
“Ethical awareness, data literacy, and knowledge of AI limitations should also be addressed as a part of professional development (Tan et al., 2024).”
Empowering Educators with Artificial Intelligence: AI-Based Teaching Module Development Workshop
Marlina, L., Syahidin, D., Sundarsih, D., Kusnandar, F., & Mulyati, S. (2025) · International Journal of Community Service Learning · doi:10.23887/ijcsl.v9i4.93453 · Cited by 1
Co-creation dan Capacity Building Modul IPA Berbasis Deep Learning melalui Permainan Tradisional
Zakiyyah, Z., Fatnah, N., Putra, N., Cahyani, M., Ardiyatunnur, S., & Adwa, N. (2025) · Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat · doi:10.59395/altifani.v5i6.954
Husni, N. (2025) · Proceedings of the 2025 9th International Conference on Education and E-Learning · doi:10.1145/3789859.3789876
“Effective integration, therefore, requires not only robust technological infrastructure but also adequate teacher training and student readiness to engage meaningfully with AI-based tools [12], [13].”
Ávila, A. C., Noriega, M. D. L., & Hernández, L. Z. (2025) · European Public & Social Innovation Review · doi:10.31637/epsir-2026-2178
AI-Powered Moodle Modules for Advanced E-Learning
Nacheva, R. V. (2025) · International Symposium on Multidisciplinary Studies and Innovative Technologies (ISMSIT) · doi:10.1109/ismsit67332.2025.11268055
“Empirical studies have shown that AI-generated questions, when reviewed by instructors, can maintain reliability and pedagogical value comparable to those created by human instructors [32].”
Cao, D., Shao, Y., Zhang, L., & Gao, F. (2025) · International Conference on Advanced Computing and Intelligent Robotics Applications (ACIRA) · doi:10.1109/acira67680.2025.11335016
“Lacked of multimodal information processing makes the system used lessly on teaching video, students work, classroom video and other information besides plain text [16].”
The Impact of AI Courses on Pre-Service Teachers' Perception of AI Competency
Han, X., & Yang, Y. (2025) · International Conference on Educational Technology Management (ICETM) · doi:10.1109/icetm67477.2025.11413562
“Meanwhile, teachers’ self-efficacy beliefs, teaching skills, and AI knowledge proficiency can be significantly elevated by well-designed professional development programs [3].”
Sun, B., Du, Y., Yao, Z., & Rauduvaite, A. (2025) · European Journal of Education · doi:10.1111/ejed.70311
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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