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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.
Keywords: Artificial Intelligence (AI), AI Ethics in Education, AI Literacy, Digital Competency, Teacher Preparation Programs
1. Background
The rapid evolution of Artificial Intelligence (AI) is fundamentally reshaping education, making AI literacy a crucial and integrated competency for Pre-service teachers (PSTs). Beyond mere use of AI tools, this literacy empowers educators to be critical participants in an AI-driven world, encompassing technological knowledge, ethical awareness, and pedagogical application. While traditional teacher education focused on pedagogy and content, AI's ability to mimic human intelligence demands a new skill set. AI literacy is defined as the ability to understand AI's features, critique its biases, and assess its ethical impacts, including its potential for manipulation. Although frameworks like Technological Pedagogical and Content Knowledge (TPACK) help ensure effective use, significant disparities in adoption remain, particularly in the Global South, due to inadequate infrastructure and expertise. This fragmentation underscores the need for a unified approach combining technological, ethical, and pedagogical dimensions to inform future curriculum development.
2. Literature Review
2.1 The Need for AI Literacy in Teacher Education
The digital learning ecosystem is undergoing a massive transformation with the proliferation of Artificial Intelligence (AI) technologies....
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