AI Literacy in Preservice Teachers Preparation Programs: A Global Meta-Analysis

Abstract

The rapid integration of Artificial Intelligence into education is reshaping how teaching and learning occur, prompting the need for pre-service teachers' programs to equip future educators with AI literacy. This systematic review, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol, explores the role of AI literacy in pre-service teacher programs globally. The study examines how AI literacy is integrated into teacher preparation curricula to develop essential technological, pedagogical, and ethical competencies. The review focused on 79 studies published between 2020 and 2025, focusing on peer-reviewed journal articles, conference proceedings, and book chapters in English. The results reveal the growing importance of AI literacy, emphasising the integration of technological skills, ethical considerations, and pedagogical strategies. The study identifies key regional trends, with Western and Asian regions leading in AI literacy integration, while other regions remain at the entry of AI integration. The findings underscore the urgent need for teacher education institutions to prioritise AI literacy to foster innovation and the successful integration of AI. The review proposes a framework for enhancing AI literacy in pre-service teachers' programs, including recommendations for curriculum development.