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

Authors

DOI:

https://doi.org/10.34190/ecel.24.1.4174

Keywords:

Artificial Intelligence (AI), AI Ethics in Education, AI Literacy, Digital Competency, Teacher Preparation Programs

Abstract

The rapid integration of artificial intelligence into education is reshaping how teaching and learning occur, prompting the need for pre-service teachers' programmes 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 programmes 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, including peer-reviewed journal articles, conference proceedings, and book chapters in English. The results reveal the growing importance of AI literacy by 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 areas 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 successful AI integration. The review proposes a framework for enhancing AI literacy in pre-service teachers' programs and includes recommendations for curriculum development.

Author Biographies

Nyarai Tunjera, Cape Penisula University of Technology

Dr Nyarai Tunjera is a Research Fellow in Educational Technology at Cape Peninsula University of Technology (CPUT), South Africa. With Computer Science and Education expertise, her research explores teacher education, digital pedagogy, cybersecurity, and AI-enhanced learning. She contributes to multiple departmental projects, including the NRF-funded Digital Pedagogies for the Most Marginalised and the ConTIS model. Dr Tunjera has published widely in peer-reviewed journals and books. Passionate about mentorship and equity, she empowers pre-service teachers and early-career researchers to thrive in technology-driven education.

Agnes Chigona, Cape Peninsula University of Technology

Prof. Agnes Chigona is a Professor in the postgraduate department at Cape Peninsula University of Technology (CPUT), South Africa. Her research interests focus on digital inclusion, educational technology, and the integration of ICTs to enhance teaching and learning in diverse contexts. She has published extensively in peer-reviewed journals and international conferences, and she supervises postgraduate students in areas related to technology integration, digital equity, and teacher education.

Downloads

Published

2025-10-17

Issue

Vol. 24 No. 1 (2025): Proceedings of the 24th European Conference on e‑Learning

Section

Academic papers