The role of artificial intelligence in teacher professional development: A systematic review
DOI:
https://doi.org/10.5281/zenodo.21754079Keywords:
artificial intelligence, teacher innovation, teacher professional developmentAbstract
The purpose of this systematic review was to examine the role of artificial intelligence (AI) in teacher professional development (TPD), analyzing its influence on pedagogical innovation, continuing education, and the redefinition of teaching competencies in formal educational contexts. The search was conducted in the Scopus, Web of Science, ERIC, and SciELO databases, considering studies published between 2020 and 2025 in English and Spanish, following the PRISMA methodology. After a rigorous screening process, 34 articles that met the inclusion and methodological quality criteria were selected. The results showed that artificial intelligence impacts educational transformation, promoting self-regulated learning, distributed pedagogical leadership, and the development of communities of practice. Furthermore, its implementation was observed to enhance personalized instruction, data analysis for pedagogical decision-making, and improved teacher self-efficacy. However, challenges remain related to digital literacy, ethical use, equitable access, and institutional resistance. Taken together, the findings highlight the urgent need to design training policies and models that integrate AI from a critical, ethical, and sustainable perspective, ensuring its role as a central element in teacher professional development and as a driver of educational innovation in the digital age.
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