Empowering teachers with artificial intelligence literacy: A systematic review on teacher professional development

Artificial intelligence (AI) is rapidly transforming education, making AI literacy essential for teachers. Teacher professional development (TPD) plays a critical role in equipping educators with the necessary knowledge, skills, and attitudes to integrate AI effectively into teaching and learning. This systematic review analyses 19 studies (2015–2024) using the PRISMA framework and a teacher instructional competence lens to examine the conceptualisation, implementation, and outcomes of AI-focused TPD programmes. The findings reveal that while AI-related TPD generally has positive effects, significant challenges remain. These include the absence of a unified AI literacy framework, inconsistencies in TPD design and implementation, and a reliance on indirect assessment methods. Furthermore, there is limited emphasis on teacher attitudes towards AI, despite its influence on adoption and practice. To address these gaps, this study proposes a teacher AI instructional competence framework, integrating AI literacy dimensions with essential pedagogical competencies. The framework provides structured guidelines for designing effective TPD, ensuring a balanced focus on AI knowledge, pedagogical applications, ethical considerations, and assessment practices. By offering a comprehensive, evidence-based approach, this study contributes to the systematic advancement of AI literacy in teacher education. The findings hold significant implications for policymakers, researchers, and educators seeking to enhance AI-focused TPD and foster AI-literate teaching communities.