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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“The widespread availability of GAI tools capable of generating explanations, case analyses, and even personalized learning materials challenges the conventional assumption that teachers serve as the primary source of information and guidance [11, 12].”
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Cited by
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Items 501–544 of 544
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Zhang, L., Mannila, L., Nagae, Y., & Nouri, J. (2025) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie63693.2025.11328450
“A recent systematic review [4] disclosed that most studies focused on AI tools and systems in teaching, and far fewer examined how teachers are supported through PD.”
InfluentialSTEM Faculty Perspectives: Assessment Design in the Era of Generative AI
Butt, A., Kamal, S., & Ashraf, R. (2025) · Frontiers in Education Conference · doi:10.1109/fie63693.2025.11328606
“Furthermore, studies has also pointed out that educator needs continuous professional development to stay updated with the evolving landscape of GenAI development [27], especially for the assessment.”
Rewiring the Classrooms: A Narrative Review of Artificial Intelligence in Engineering Education
Maaliw, R. R., de Veluz, M. R. D., Mabunga, Z. P., Lagrazon, P. G., Panergo, M. C., & Mahusay-Ecleo, A. T. (2025) · 2025 IEEE International Conference on Emerging Trends in Engineering and Computing (ETECOM) · doi:10.1109/etecom66111.2025.11319042
“By setting clear policies, institutions can create an environment of certainty where faculty and students know the boundaries and opportunities of AI use [29] [30].”
The Role of Artificial Intelligence in Enhancing English Language Teachers’ Professional Competence
Sayfiddinova, N. (2025) · Pubmedia Jurnal Pendidikan Bahasa Inggris · doi:10.47134/jpbi.v3i1.2345
Pecson, R. R. (2025) · Indonesian Journal of Science, Technology and Humanities · doi:10.60076/ijstech.v3i2.1467
“The literature further supports these findings by advocating for the integration of AI literacy into curricula and the establishment of strong ethical frameworks, ensuring that educators are well-prepared to leverage these tools effectively [15].”
Integrating Artificial Intelligence into Digital Technologies for Science Teaching
Kotsis, K. Τ. (2025) · European Journal of Contemporary Education and E-Learning · doi:10.59324/ejceel.2025.3(6).01 · Cited by 7
Arana, M., Camborda, M., Arana, M., Huaricapcha, B., Calderon, S., & Camarena, M. J. (2025) · 2025 International Symposium on Accreditation of Engineering and Computing Education (ICACIT) · doi:10.1109/icacit66767.2025.11369723
“Tan et al. published an analysis of artificial intelligence in the context of professional development of educators, noting that only 35% of research is directly concerned with improving teaching performance [2].”
InfluentialPelatihan Penggunaan AI untuk Mendukung Pembelajaran di Tingkat Sekolah Dasar Lab Undiksha
Sindu, I. G. P., Permana, A. A. J., Kertiasih, N. K., Setemen, K., & Pracasitaram, G. M. S. B. (2025) · Al-DYAS · doi:10.58578/aldyas.v4i3.7615
“Tinjauan sistematis menunjukkan bahwa penggunaan AI oleh tenaga pendidik meningkat dalam lima tahun terakhir, namun perlu dukungan pelatihan yang terstruktur untuk menjamin integrasi pedagogis yang tepat (Tan et al., 2025).”
Artificial Intelligence: Implications for English Language Teaching
Al-Selwi, A.-M. (2025) · SAKAGURU: Journal of Pedagogy and Creative Teacher · doi:10.70211/sakaguru.v2i2.282
LA INTELIGENCIA ARTIFICIAL GENERATIVA EN LA PLANIFICACIÓN CURRICULAR: ENTRE ALUCINACIONES Y CERTEZAS
Collazos, J. M. S., & Quintero, A. B. (2025) · Dialectica · doi:10.56219/dialctica.v1i26.4414
Pelatihan Guru dalam Pemanfaatan AI untuk Pembelajaran Inklusif
Saputra, M. R., & Samudra, R. (2025) · Jurnal Pengabdian Masyarakat · doi:10.71094/selayar.v1i4.181
“Temuan ini sejalan dengan Tan et al. (2025) yang menegaskan bahwa pengembangan profesional guru akan efektif apabila materi pelatihan dirancang berdasarkan kebutuhan kontekstual serta disampaikan oleh fasilitator yang mampu menghubungkan teori dengan praktik.”
Prihatmoko, Y., Praherdhiono, H., Nindigraha, N., Firdaus, K. H. C., & Utami, D. D. (2025) · International Conference on Emerging Technologies · doi:10.1109/icet67257.2025.11290897
“Despite these insights, few empirical investigations have directly modeled usage duration as a moderating variable [24].”
Enhancing Computer Science Education with Machine Learning
Castrillon, O., & Novais, P. (2025) · Experiment@ International Conference · doi:10.1109/exp.at2565440.2025.11348620
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“Studies show that instructors need great self-efficacy to be challenged and employ technology [15].”
Liang, X., Zhang, X., Huo, Z., Cui, Y., & Jia, X. (2025) · International Conference on Simulation, Modeling and Big Data (SMBD) · doi:10.1145/3768740.3768759
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AIGC-driven transformation of international Chinese language education in Kyrgyzstan
Lai, Y. (2025) · Bulletin of the Jusup Balasagyn Kyrgyz National University · doi:10.58649/1694-8033-2025-3(123)-91-102
“As X. Tan et al .”
Sun, J., Zeng, X., Lin, C.-H., Wang, L., Shan, S., & Fan, Z. (2025) · International Symposium on Electronics and Telecommunications · doi:10.1109/iset65607.2025.00013
Profiling AI Literacy and STEAM Competency Among University Students: Insights for Enhancement
Cheng, G., Luo, C. J., Chan, K., & Chan, S. W. Y. (2025) · International Symposium on Educational Technology · doi:10.1109/iset65607.2025.00065
“The rapid development of artificial intelligence (AI) has significantly transformed a wide array of industries, including healthcare [1], finance [2], and education [3].”
Self-citationBendeck, J., & López, L. (2025) · Estudios y Perspectivas Revista Científica y Académica · doi:10.61384/r.c.a..v5i2.1297
Indrayani, S., Hariri, H., Riswandi, R., & Handoko, H. (2025) · Tadris: Jurnal Keguruan dan Ilmu Tarbiyah · doi:10.24042/tadris.v10i1.26611
Li, X.-H., Yang, Z.-J., Zhang, J., & Li, Q. (2025) · 2025 5th International Conference on Artificial Intelligence and Education (ICAIE) · doi:10.1109/icaie64856.2025.11158273
“Xiao Tan et al. [9] ’ s systematic review indicates that current research on AI in teaching practices primarily centers on classroom instruction, leaving a significant gap in studies exploring how AI can foster teachers ’ professional growth.”
ARTIFICIAL INTELLIGENCE IN EFL TEACHING: TEACHERS’ READINESS
Tran, T. (2025) · Thu Dau Mot University Journal of Science · doi:10.37550/tdmu.ejs/2025.02.663
Bai, X., & Talin, R. B. (2025) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v14-i1/24898 · Cited by 1
“Many instructors use AI tools superficially and lack in-depth programming and data analysis skills (Tan, Cheng, & Ling, 2025).”
Application of AI-Integrated Teaching in Embedded Courses
Ma, Y., Cui, D., Lv, X.-L., & Luo, P. (2025) · Higher Education and Practice · doi:10.62381/h251306
Pu, S., & Shi, X. (2026) · International Journal of Educational Research · doi:10.1016/j.ijer.2026.103146
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Abdrashova, E., Kemelbekova, Z., Beissenova, G., Utebayeva, A., & Umarova, Z. R. (2026) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2026.16.5.2607
“Finally, a review [15] of AI in teaching and teacher professional development (2015 – 2024) underlines that the key moderator of outcomes is systemic teacher support and preparation, rather than the choice of a particular AI tool.”
Alameda, C., Hervás, R., & Méndez, G. (2026) · International Conference on Computer Supported Education · doi:10.5220/0014833000004021
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“Trust is also pivotal: teachers must view AI outputs as accurate, fair, and pedagogically meaningful [42 – 44].”
Nupueng, S., Yordudom, T., Imjai, N., Pareke, F. J., Vilaisri, S., & Aujirapongpan, S. (2026) · The International Journal of Management Education · doi:10.1016/j.ijme.2026.101495 · Cited by 1
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Nikodijević, M., & Suzić, R. (2026) · SINTEZA · doi:10.15308/sinteza-2026-496-502
“In addition, AI can support personalized feedback, as well as adaptive learning with the help of AI-powered learning and assessment systems [15].”
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“Accessibility emerged as a defining advantage, allowing students to engage asynchronously, access course materials easily, and benefit from improved communication channels – outcomes consistent with global trends in digital pedagogy (Tan et al., 2024).”
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Baran, E., Dilek, M., Ziba, M., & Xiao, X. (2026) · Computers and Education Open · doi:10.1016/j.caeo.2026.100399 · Cited by 3
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“Instructor competency has emerged as one of the most influential factors in technology-enabled education (15-17).”
Vassaux, C., Juntunen, E., Molinari, G., Felder, J., & Upadyaya, K. (2026) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2026.100585
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“Key areas of AI application in education include: [41] found that mobile learning applications represent the most frequently used AI tools among teachers, followed by online professional development platforms, while automated grading systems are also adopted to a lesser extent.”
Gomes, N. F., & Brito, E. (2025) · International Conference on Knowledge-Based Intelligent Information & Engineering Systems · doi:10.1016/j.procs.2025.09.564
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Les rétroactions (feedback1) automatisées de TeachFX au service de la supervision pédagogique
Bouchamma, Y., Boulaamane, K., & Trudel, S. (2025) · Enjeux et société · doi:10.7202/1122021ar
Mandić, D., Miščević, G., Starijaš, G., Bujšić, L., & Petrović, I. (2025) · Research in Pedagogy · doi:10.5937/istrped2502395m
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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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