A SYSTEMATIC REVIEW OF ARTIFICIAL INTELLIGENCE IN TEACHER EDUCATION: APPLICATIONS, TOOLS, TECHNIQUES, AND TOPICS STUDIED FROM 2012-2022

Abstract

The growing interest in Artificial Intelligence (AI) in other fields gave an impetus to conduct this systematic literature review to analyze whether and how AI is used in teacher education. Mainly, AI applications, tools, techniques, and topics covered about AI in teacher education were systematically analyzed. This study would call to reform teacher education programs and incorporate AI in teacher education to inculcate higher-order thinking and innovative pedagogical skills. An electronic search using (“Artificial Intelligence”) AND (“Teacher Education”) was performed in three databases, namely: Science Direct (Total=11/74), ERIC (Total=7/34), and EBSCO (Total=4/21). Out of 129, 22 studies that met the eligibility criteria were included for further analysis. The findings revealed that virtual reality and simulation, computerized expert models and learning packages, machine learning and artificial neural network, facial expression recognition, flipped learning network and blended learning, collaborative concept mapping, video annotation tools, google teachable machine, TPACK, and social robots were applications of AI in teacher education. Tools that are being used to integrate AI in teacher education are: web-based computers, mobiles, and robots, and the techniques include simulations, virtual role plays, artificial neural networks, facial recognition, blended classrooms, and machine learning. All these applications, tools, and techniques are being used to study affective skills, prepare teachers, manage a classroom, teach language, predict achievement, assess teaching skills, analyze cognitive levels of questions in classrooms, teach mathematics, and encourage collaboration. These findings suggest that AI can be a valuable approach in teacher education because it reduces their workload, helps them develop professionally, and remains updated about current developments in their field. At last, the implications of the study and recommendations for policymakers, teacher education departments, curriculum developers, trainers, software developers, and teachers are discussed.