Artificial intelligence in university teacher training: an analytical review of the literature
Supporting Agencies
- El presente estudio fue llevado a cabo en el marco del proyecto de investigación ConciencIA (Inteligencia Artificial Generativa en la Educación: Uso Responsable para los docentes en formación) con código: PID2024-155949OB-I00. Proyecto enmarcado en el Programa Estatal para la Investigación y el Desarrollo Experimental, del Plan Estatal de Investigación Científica, Técnica y de Innovación 2024-2027 de la AEI (Agencia Estatal de Investigación) y cofinanciado por la Union Europea.
Abstract
Artificial intelligence (AI) is increasingly influencing teacher education, creating both opportunities and challenges for educational practice. This study presents a systematic literature review to provide an analytical overview of the current state of research on the application of AI in teacher training. To this end, the following issues are considered, among others: prevailing approaches, studied technologies, and main areas of impact. Following the PRISMA guidelines, 100 peer-reviewed studies published between 2018 and 2025 were analysed, selected from the Scopus and Web of Science databases. The results reveal a predominance of exploratory studies and instrumental uses of AI, particularly related to attitudes, adoption, and support for teaching tasks. Fewer studies, also, address deeper pedagogical integration, AI literacy, or ethical considerations. This literature review emphasises the importance of developing structured training frameworks and conducting longitudinal research.
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