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Integration of Artificial Intelligence in Teacher Education: Challenges and Opportunities

Author(s) Chinmayee Behera, Debadatta Behera
Country India
Abstract This paper investigates the systematic integration of Artificial Intelligence (AI) and Generative AI (GenAI) in teacher education, analyzing the complex balance between innovative pedagogical opportunities and systemic implementation challenges. Employing a qualitative systematic review design that synthesizes empirical literature published between 2018 and 2026, the study examines how AI-driven tools reshape pre-service and in-service teacher preparation. The findings reveal a significant disparity between theoretical enthusiasm for AI and its practical adoption in higher education. While generative tools offer substantial benefits such as reducing administrative burdens, facilitating differentiated instruction and enabling simulation-based practice their sustainable integration is hindered by persistent barriers. These obstacles include structural digital inequalities, a lack of institutional policy frameworks and a pronounced gap in educators' Technological Pedagogical Content Knowledge (TPACK). Crucially, this study unpacks the "ethical-practical tension" wherein educators demonstrate high moral awareness of algorithmic bias and data privacy concerns yet fail to implement practical classroom mitigation strategies. Disciplinary backgrounds further influence how teachers perceive AI, with STEM cohorts focusing on methodologies and educational technology cohorts emphasizing technical functionalities. To address these gaps, the study proposes a holistic, four-stage AI integration framework grounded in Critical Digital Pedagogy, AI Digital Literacy and Constructivist Learning Theory, moving from ethical-technical orientation to reflexive redesign. Finally, the paper provides evidence-based policy recommendations to guide policymakers and teacher training institutions toward equitable, human-centered AI adoption.
Keywords Artificial Intelligence, Teacher Education, Algorithmic Bias, Digital Literacy, Pedagogical Competence, Educational Policy.
Field Computer Applications
Published In Volume 5, Issue 11, November 2024
Published On 2024-11-15
DOI https://doi.org/10.70528/IJLRP.v5.i11.2258
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