Teacher professional development based on artificial intelligence to strengthen pedagogical innovation in upper secondary education institutions: A systematic review
Keywords:
Artificial Intelligence; Teacher Professional Development; Pedagogical Innovation; Upper Secondary Education; Systematic Review.Abstract
The rapid advancement of artificial intelligence (AI) has generated substantial transformations in educational processes, creating unprecedented opportunities for strengthening teachers' competencies and promoting innovative classroom practices. This systematic review aimed to analyze the available scientific evidence regarding the contribution of AI-based teacher professional development to the strengthening of pedagogical innovation in upper secondary education institutions. The research followed the PRISMA 2020 guidelines, with a systematic search in Scopus, Web of Science, ERIC, and ScienceDirect databases. Inclusion criteria considered peer-reviewed publications between 2021 and 2026, focused on teacher training programs supported by AI tools. The review included 37 studies that met the established quality criteria. The findings show that AI favors the design of personalized learning experiences, optimizes assessment processes, strengthens data-informed pedagogical decision-making, and promotes innovative practices oriented toward active learning. However, significant challenges persist related to technological infrastructure, continuous training, teacher digital literacy, and ethical aspects associated with the use of these technologies. It is concluded that AI-supported teacher professional development constitutes a promising strategy for strengthening pedagogical innovation in upper secondary education, provided that adequate institutional planning and a permanent process of professional updating exist.
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