Examining the use of artificial intelligence in pre-service teacher education - Systematic review

Oct 15, 2026

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This systematic review investigates the current state of artificial intelligence (AI) integration in pre-service teacher (PST) education, with an emphasis on PSTs’ perspectives, attitudes, knowledge levels, and AI-related educational experiences. The review examines influences on PSTs’ intentions to use AI technology and evaluates the success of AI training programs. A search found 33 studies from 2021–2024 analyzed via a theme framework. Results show mixed attitudes, limited initial AI knowledge that improves through targeted training, and factors such as perceived utility, ease of use, social impact, and self-efficacy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Introduction

AI’s impact on education and teaching

Need for AI literacy and ethical competence in PST education

Purpose and scope of the systematic review

Contemporary Educational Technology, 2026, 18(2), ep650 ISSN: 1309-517X (Online) OPEN ACCESS Review Article Examining the use of artificial intelligence in pre-service teacher education Elena B. Ponomarenko 1 0000-0003-3181-507X Olga V. Sergeeva 2 0000-0002-9950-000X Marina R. Zheltukhina 3* 0000-0001-7680-4003 Kseniia M. Baranova 4 0000-0002-2740-1643 Roza L. Budkevich 5 0000-0001-9221-090X Mariya V. Melnik 6 0000-0001-8800-4628 1 Department of Foreign Languages, Рeoples’ Friendship University of Russia (RUDN University), Moscow, RUSSIA 2 Department of English Philology, Kuban State University, Krasnodar, RUSSIA 3 Scientific and Educational Center “Person in Communication,” Pyatigorsk State University, Pyatigorsk, RUSSIA 4 Department of English Philology, Moscow City University, Moscow, RUSSIA 5 Laboratory of Oilfield Chemistry, Almetyevsk State Technological University “Petroleum High School,” Almetyevsk, RUSSIA 6 Department of Medical and Social Assessment, Emergency, and Ambulatory Practice, Sechenov First Moscow State Medical University, Moscow, RUSSIA * Corresponding author: [zzmr@mail.ru](zzmr@mail.ru) Citation: Ponomarenko, E. B., Sergeeva, O. V., Zheltukhina, M. R., Baranova, K. M., Budkevich, R. L., & Melnik, M. V. (2026) . Examining the use of artificial intelligence in pre-service teacher education. Contemporary Educational Technology, 18(2), Article ep650. [https://doi.org/10.30935/cedtech/18458](https://doi.org/10.30935/cedtech/18458) ARTICLE INFO ABSTRACT Received: 8 Feb 2026 Accepted: 1 Apr 2026 This systematic review investigates the current state of artificial intelligence (AI) integration in pre-service teacher (PST) education, with an emphasis on PSTs’ perspectives, attitudes, knowledge levels, and AI-related educational experiences. The review intends to uncover the characteristics that influence PSTs’ intents to employ AI technology, as well as the success of AI training programs. A thorough search of academic databases turned up 33 research published between 2021 and 2024, which were examined using a theme framework. The findings show that PSTs have both positive and negative attitudes about AI integration, with initial AI knowledge and skills being restricted but improving with targeted training and hands-on experiences. Perceived utility, ease of use, social impact, and self-efficacy have all been proven to influence PSTs’ propensity to employ AI. The review also emphasizes PSTs’ favorable experiences using AIbased instruction, such as lesson planning, collaborative learning, and feedback/evaluation. However, issues and ethical concerns regarding data privacy, academic honesty, fairness, and the possible harmful impact on student learning were highlighted. The review recommends that teacher education institutes prioritize AI literacy development, address PSTs’ concerns, and incorporate ethical considerations into AI courses. The findings add to the expanding body of literature on AI integration in education, providing useful insights for defining teacher education practice and policy in the AI era. Keywords: artificial intelligence, pre-service teachers, AI literacy, perceptions, attitudes INTRODUCTION Artificial intelligence (AI) is transforming several industries, including education. Rapid advances in AI technology could change teaching and learning by enabling individualized learning, automated assessment, and data-driven decision-making (Hamal et al., 2022; Shoaib et al., 2024) . As AI continues to affect education, it’s important to assess how teacher education programs prepare future instructors to use AI. Educational scholars and instructors are increasingly interested in AI integration. Research suggests that AI can alter educational administration, enhance student comprehension and competence, and improve school management (Srinivasan & Murthy, 2021; Xing, 2023; Yang & Xu, 2024) . AI technologies have improved academic perfo

FAQs

What does the systematic review focus on in pre-service teacher education?

It focuses on how AI is being integrated in PST education, emphasizing PSTs’ perspectives, attitudes, knowledge levels, and AI-related learning experiences.

How were the studies selected and analyzed?

The review identified 33 research studies published between 2021 and 2024 and examined them using a theme framework.

Which factors influence PSTs’ intention to use AI technology?

The review indicates perceived utility, ease of use, social impact, and self-efficacy all influence PSTs’ propensity to use AI.

Oct 15, 2026

Upload by jayni