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Artificial intelligence in teaching and teacher professional development: A systematic review
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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].”
From Expanding the Roles of Medical Educators in the Generative Artificial Intelligence Era: A Qualitative Study (2026) · cites this paper as [12]
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Tripathi, T., Sharma, S. R., Singh, V., Bhargava, P., & Raj, C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1651217 · Cited by 51
Wang, Y. J., Wei, Z., Wijaya, T. T., Cao, Y., & Ning, Y. (2025) · BMC Psychology · doi:10.1186/s40359-025-02781-2 · Cited by 71
“Currently, curriculum development is primarily carried out independently by teachers, without a sufficient support structure in place [76].”
Microlearning and generative AI for pre-service teacher education: a qualitative case study
Kohnke, L., Zou, D., & Xie, H. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13606-5 · Cited by 50
“…suggests that AI-driven reflection tools (automated teaching simulations, multimodal teaching behaviour analysis) can mitigate this issue by prompting learners to engage in structured and deeper analysis of pedagogical strategies (Tan et al., 2025; Phillips et al., 2022; Zheng et al., 2024).”
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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