TYPE Systematic Review

PUBLISHED 16 October 2024

DOI 10.3389/feduc.2024.1470853

Challenges and best practices in

OPEN ACCESS training teachers to utilize
artificial intelligence: a systematic
EDITED BY
Leman Figen Gul,
Istanbul Technical University, Türkiye

REVIEWED BY
Şermin Metin,
review
Hasan Kalyoncu University, Türkiye
Hiroyuki Obari,
Aoyama Gakuin, Japan
Yousef Aljemely *
*CORRESPONDENCE College of Education, Majmaah University, Al Majma'ah, Saudi Arabia
Yousef Aljemely
[email protected]
Introduction: The utilization of artificial intelligence is becoming a hot debate
RECEIVED 26 July 2024
ACCEPTED 03 October 2024 among researchers, academicians, and practitioners. Educational institutions
PUBLISHED 16 October 2024 are also training teachers to utilize AI in teaching. However, there is a dearth of
CITATION investigation on the training of teachers to utilize AI. Therefore, this systematic
Aljemely Y (2024) Challenges and best review aims to highlight the challenges and best practices in training teachers to
practices in training teachers to utilize
artificial intelligence: a systematic review.
utilize AI. Strict inclusion and exclusion criteria were set to shortlist the relevant
Front. Educ. 9:1470853. studies for review.
doi: 10.3389/feduc.2024.1470853
Methods: The review synthesized 10 studies focusing on the importance of
COPYRIGHT
AI, AI usage by teachers, challenges faced by teachers and trainers, and best
© 2024 Aljemely. This is an open-access
article distributed under the terms of the practices that could be adopted by trainers.
Creative Commons Attribution License Results: The results highlighted teachers lack the motivation for AI utilization
(CC BY). The use, distribution or reproduction
in other forums is permitted, provided the and it is the biggest challenge faced by the trainers. Therefore, the training
original author(s) and the copyright owner(s) programs should be motivating, customized, and highlight the importance of
are credited and that the original publication AI. Moreover, the training sessions should also provide a trial of the latest AI
in this journal is cited, in accordance with
accepted academic practice. No use, technologies to the teachers so that they can get hands-on experience.
distribution or reproduction is permitted
Discussion: This review can help AI trainers design customized training programs
which does not comply with these terms.
for teachers by keeping in mind the challenges faced by them. An effective
training program can be designed if a trainer is aware of potential challenges
faced by trainees. Thus, this research has not only discussed the challenges but
also provided guidelines for AI trainers training teachers.

KEYWORDS

artificial intelligence, teaching, challenges, AI training, AI utilization, AI adoption

1 Introduction
Rapid digitalization has changed the world, and digital technologies have modernized
every sector. Similarly, they have transformed the educational sector (Mohd Nizar et al., 2018).
Digital technologies, tools, and applications such as artificial intelligence (AI) and artificial
intelligence-based Chatbots have not only transformed the educational landscape (Nguyen
et al., 2023) but have changed the entire approach to education (Romero Rodríguez et al.,
2023). Akgun and Greenhow (2021) explained that artificial intelligence comprises advanced
technologies, including natural language processing (NLP), machine learning, and algorithms.
Fitria (2021) defined it more comprehensively as a “process of modeling human thinking and
designing a machine so that it can behave like humans or other terms called cognitive tasks,
namely how machines can learn automatically from programmed data and information”
(p. 135). Previously artificial intelligence was studied in the scientific domain, but now it has
become an important area of research in the field of education (Wang et al., 2021) as artificial
intelligence-based technologies have changed the job functions and whole dynamics of the

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education sector (Fitria, 2021) by facilitating students and teachers. Therefore, they must be trained in AI utilization and adoption because it
Moreover, these technologies have created ease for learners; they can will be a valuable addition to their teaching and enhance their teaching
learn, collect material, and practice at any time they want (Wang et al., skills (De La Higuera, 2019). The main reason for training teachers to use
2021; Fitria, 2021). Besides facilitating the students, these technologies and understand artificial intelligence is to equip them with digital skills
have changed the role of teachers. Now, they can use any adequate (Vlasova et al., 2019; Paiva and Bittencourt, 2020; Lee and Perret, 2022)
artificial intelligence tool for teaching and evaluating the student’s and eliminate the challenges they face while using AI applications or tools.
learning process (Edwards et al., 2018). Artificial intelligence is If any teacher cannot use digital tools today, he or she will not survive in
growing rapidly in every field, and 1 day it will be available in all areas this competitive environment tomorrow (De La Higuera, 2019).
(Furman and Seamans, 2019; Aggarwal et al., 2022; Joshi, 2024), and Therefore, training and educating teachers to utilize artificial intelligence
children brought up in that era will be known as AI natives (Williams is essential. Nowadays, AI is playing an important role in education (Zhai
et al., 2019). In the 21st century, one must be a technology user and et al., 2021; Tahiru, 2021; Miao et al., 2021), and even many studies have
gain knowledge about artificial intelligence to produce the technology emphasized highlighting the role of AI in education (e.g., Conati et al.,
in the future. Therefore, teachers must be aware of AI and use its 2018; Guilherme, 2019; Zhang and Aslan, 2021; Schiff, 2022; Holmes
applications because it will not merely create ease for them but also et al., 2022; Gillani et al., 2023) but there is paucity of research on training
enable them to teach the AI tools. Teachers using AI can guide the and education for AI (De La Higuera, 2019).
students with the benefits of AI and its tools or applications. Trainers face different challenges while training teachers for AI
The technological revolution has transformed the educational adoption and utilization. Many teachers are unable to understand
sector (Mohd Nizar et al., 2018), particularly artificial intelligence is artificial intelligence and its usage because they lack the technical
changing educational practices (Romero Rodríguez et al., 2023). Thus, knowledge. Moreover, the institutions provide them limited access to
higher educational institutions are focusing on the adoption of AI software, hardware, and the Internet. Therefore, teachers are unable to
(Bates et al., 2020; Knox, 2020) because, besides enhancing the use and integrate it into their existing curriculum. Furthermore, teachers
efficiency of universities (Chen et al., 2020; Kuleto et al., 2021), it will perceive that the use of AI will breach their privacy and raise ethical
create ease for teachers (Huang et al., 2021). Artificial intelligence (AI) issues. Thus, there is a need for comprehensive training to train teachers
has different applications for teachers. They can use facial expression and overcome the challenges faced by them while understanding or
recognition systems to develop insights about the learner’s behaviors. using AI applications. However, it is still unclear how the training
Moreover, they can use automated assessment systems to evaluate programs can be designed to facilitate the teachers to adopt and utilize
students’ performance (Akgun and Greenhow, 2021). In manufacturing AI in teaching. First, of all, they need to be motivated to learn about it
organizations, artificial intelligence facilitates production and ensures and its usage in the classroom. Secondly, they should gain digital
the quality of production or production systems (Dhamija and Bag, competence so that they can efficiently use AI and its applications (Polak
2020), but in the service sector, it enhances the service flexibility by et al., 2022). Both factors are equally important to sorting the large
improving the performance of employees (Wamba-Taguimdje et al., amount of data available on AI-enabled chatbots such as ChatGPT. This
2020). Similarly, AI can help teachers reduce their burden in the data can help the teachers and reduce their efforts in designing the
educational sector (Jawabri, 2017). However, teachers are facing curriculum and preparing the lectures (Romero Rodríguez et al., 2023).
different challenges in adopting artificial intelligence. Some teachers The adoption of AI in education by teachers is a hot debate among
are unaware of using AI, but others feel it is inconvenient or perceive researchers, teachers, and even policymakers are paying significant
that AI and such technologies will replace their jobs 1 day (Tao et al., consideration to identifying the factors leading to the adoption and
2019). Currently, different artificial intelligence-based innovations, effective utilization of AI in education. Moreover, it is still an open
tools, and technologies are being utilized to facilitate the learning debate about how teachers can be trained for it. Furthermore, many
process and make it more practical. However, their application in the studies have focused on training students for AI usage, but there is a
education sector is raising concerns among teachers. It may dearth of literature highlighting the teachers (Ayanwale et al., 2022).
be challenging for them to adopt AI, but ultimately, it is a need of the Lee and Perret (2022) reported that many teachers are unaware of
hour and essential for the existence and continuity of education. It is a artificial intelligence and this lack of awareness is acting as a barrier to
perception that AI will never replace teachers if collaboration can the implementation of AI in education. Therefore, professional
be developed between AI technologies and teachers. Teachers must development programs should be conducted first to increase awareness
collaborate with artificial intelligence in the implementation of of AI and its implementation. In addition, Russel and Norvig, 2010
learning. Furthermore, they must possess skills to utilize science and mentioned that “all AI researchers should be concerned with the
technology to gain benefits from artificial intelligence technologies ethical implications of their work” (p. 1020). Thus, it is critical to
(Fitria, 2021). However, the education of AI is a new concept that has explore the challenges and best practices in training teachers to utilize
not been discussed previously because there is a lack of trained teachers artificial intelligence. Hence, this systematic review has filled the gap
who can teach AI. Moreover, it is unclear how much AI will by reviewing the studies that emphasized training and teachers for AI
be advanced in 20 years. Therefore, many countries are focusing on adoption and utilization. The review will help educational institutions
education related to coding and computational thinking because aiming to implement AI and improve the performance of teachers.
learning codes can help teachers or learners creatively use AI and Moreover, it will help the trainers to develop an adequate training
understand its concepts and mechanisms (De La Higuera, 2019). program for teachers by keeping in mind the challenges faced by them.
Every individual, particularly teachers, need to understand AI and its In this digital era, every sector is adopting AI or using its different
utilization, but unlike other people, they require thorough training to applications. Therefore, the educational sector must encourage
prepare themselves for the adoption of digital skills (Vlasova et al., 2019; teachers to use AI because they are the ones who can bring change.
Nazaretsky et al., 2022). However, the training of the teachers can The systematic literature review is based on five sections. The first
be challenging because most of them are unaware of AI and its key ideas. section of the introduction explains the need for research. The second

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section comprehensively discussed the steps followed for review and of setting specific inclusion or exclusion criteria. However, the
explained the whole process from data collection to evaluation. The systematic reviews require the inclusion and exclusion criteria to
third section presents the findings and explains the results. The fourth retain consistency and relevancy instead of generalizability.
section has summarized the results and provided the implications. The Therefore, in this review, we developed a perfect search strategy with
fifth section has discussed the limitations and future recommendations. the help of experts. We consulted two expert librarians and three
university professors to set an appropriate search strategy. Based on
their views, we developed a perfect plan to set inclusion and exclusion
2 Methodology criteria so that only relevant research evidence could be considered.
The plans aimed to consider the literature from reliable sources.
Qualitative studies generally focus on the assessment of qualitative Moreover, it was ensured that only high-quality qualitative,
data and the scope, context, and purpose of each research is different quantitative, and mixed method articles published within the last
(Duffy and Chenail, 2009) which represents the approach to be used for 7 years (i.e., from 2017 to 2024) will be shortlisted. Furthermore, the
investigation. This research aims to explore the prior studies focusing criteria of selection were limited to the consideration of articles
on challenges and best practices in training teachers to utilize artificial published in the English language. Therefore, the articles published
intelligence. Therefore, it has adopted the systematic literature approach before 2017 or in any other language were considered inappropriate
and followed the subjectivist/interpretivist paradigm to critically to be shortlisted. In addition, the review articles, conference
evaluate the literature. This paradigm is most suitable for studies proceedings, systematic review, meta-analysis, special issue
focusing on systematic literature review (Campbell, 2014). Generally proposals, opinion pieces, editorials, and non-research-based articles
systematic review is considered a type of qualitative research, but it were not included.
significantly differs from traditional qualitative investigations because The main goal was to target and include studies focusing on
it does not include the thematic analysis, proposition development, or training programs for teachers to use AI in education, teachers’ usage
ethnographic analysis, rather it emphasizes the prior valid studies intention of AI in teaching, challenges and barriers faced by teachers
focusing on a similar theme. Vuori and Väisänen (2009) defined in the AI adoption, strategies to enhance AI usage by teachers in
systematic literature review as “it is the valuable strategy, when the aim teaching, and practices to training teachers to use AI for teaching
is to identify, evaluate, and synthesize all of the important research on purposes. The studies focusing on AI adoption by students or
a certain topic to acquire a complete picture of the studies and their emphasizing any specific AI tool were excluded. These studies could
findings” (p. 3). Many studies have highlighted systematic literature as be worthy or might have expanded the literature, but they are
the most adequate approach to explore, assess, and synthesize the irrelevant to be considered as they do not fit within the scope of
literature on a specific area and gain valuable insights from the findings challenges faced by teachers in AI adoption.
reported by prior studies (e.g., Cook et al., 1997) because it eliminates The relevant databases were searched to follow the inclusion and
the bias caused by human error (Petticrew and Roberts, 2008) and exclusion criteria. First, the criteria of “publication year” was
critically expand the knowledge on a specific area that is under selected while searching. Secondly, all the articles shortlisted at the
consideration. Furthermore, systematic review studies provide valuable first stage were manually checked to identify their relevance and
insights by summarizing the findings of prior studies and strengthening language. Thirdly, the nature or type of each article was
the knowledge of novel topics (Palmatier et al., 2018). manually ensured.
This systematic review has focused on two key areas, first, it aims
to identify the challenges faced by trainers while training teachers to
use artificial intelligence. Secondly, it aims to investigate the best 2.2 Search strategy
practices that could be used by trainers to enable and ensure the usage
the AI by teachers. In the first of establishing the review, we developed Searching the relevant literature for the systematic analysis is the
different research protocols that could provide proper directions. First, most critical. Therefore, we developed a comprehensive search
we have not limited the scope to a specific category of teachers, as the strategy to explore and identify the most relevant literature. First,
aim was to target the studies on teachers (i.e., university and college). we developed a list of renowned research databases to systematically
Secondly, it was observed that many studies have focused on AI usage search the peer-reviewed studies published from 2017 to 2024. The
intention among teachers and the challenges faced by them, thus, focus was mainly on searching the data from the following databases
we could get a high volume that may become difficult to comprehend. and publishers (See Table 1).
Therefore, we developed the protocol based on the publication date The search process from these publishers and databases took
and time horizon (i.e., from 2018 to 2024). Thirdly, we predefined the 7 days, it started on 1st July 2024 to 7th July 2024. Moreover, this process
exclusion and inclusion criteria to ensure the consideration of the was completed on our own without any external assistance. To search
most relevant literature. Lastly, we chose an adequate strategy and and scrutinize the relevant literature search strings were developed.
method to conduct the review and comprehend the selected literature These strings include, “artificial adoption by teachers,” “challenges
to generate valuable insights. faced by teachers in AI adoption,” “AI in teaching,” “training teachers
to use AI,” “challenges faced in training teachers to use A,” “AI training
programs for teachers,” and “behavioral intention of teachers toward
2.1 Inclusion/exclusion criteria using AI in teaching.” The search process was done manually instead
of using any AI tool or research-assisting such as “Research Rabbit.”
In quantitative or traditional qualitative studies, the scope is The search strategy followed the protocols settled while explaining
defined, but these studies consider all the available literature instead inclusion and exclusion criteria.

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TABLE 1 List of databases and publishers.

Sr List of databases Sr List of publishers

1 Google Scholar 1 Elsevier

2 EBSCO 2 Taylor and Francis

3 Scopus (SJR) 3 Emerald

4 Web of Science (Master Journal List) 4 Wiley

5 HJRS 5 Springer

6 PubMed 6 Sage

7 ERIC (Education Resources Information Center) 7 Hindawi

8 MDPI

9 IGI Global

2.3 Data management conduct systematic reviews efficiently (e.g., Al Shebli and
Alhosani, 2022; Almelhes, 2024). Zhu et al. (2018) highlighted
The data collected after search and scrutiny were managed that the Systematic Quantitative Assessment Technique is
properly. In the first step, the data were organized, and the results appropriate for evaluating the type of study, data collection
derived from the search were shifted into the Endnote. In the second approaches used by studies, and geographical area focused by
step, the data of grey literature or reports were manually added to the studies. Moreover, it provided thorough guidelines for conducting
list. In the third step, the file of complete data was developed in MS a review. Whereas the guidelines or checklist of PRISMA are more
Excel, and all the duplicate articles were excluded. Moreover, a list of comprehensive to systematically review the literature. The
finalized articles was developed in MS Word that comprised the PRISMA technique is more adequate than MOOSE, Cochrane’s
details including, author(s) and publication year, study design and Methodology, and the Campbell Collaboration’s guidelines
methodology, target population (teachers’ demographics), because they are either complex or provide guidelines for
and findings. reporting meta-analyses of observational studies. Cochrane’s
review mainly focuses on studies related to medicine or healthcare,
and its application in social sciences could be difficult. Whereas
2.4 Study selection the PRISMA technique is flexible and adequate for systematic
reviews in the domain of education or social sciences. Therefore,
The selection of relevant literature is the most important task this systematic review has adopted the PRISMA approach and
after the management of the data. In this review, the first step of followed the PRISMA checklist. The flow diagram of PRISMA is
the selection process involved the screening of literature to shown in Figure 1.
eliminate duplicate studies, and remove the out-of-scope studies,
particularly the studies that did not follow the inclusion and
exclusion criteria were removed from the final list. While screening 2.6 Data extraction and analysis
it was ensured that the titles and themes of the studies are relevant.
Therefore, the abstracts, and titles of the studies were evaluated The process of data extraction was done manually without the aid
before the final selection. The total record of the initial investigation of any software and before systematic evaluation, the data were
identified 816 studies (i.e., 689 from database searching and 127 classified. A list was developed that mentioned the title, method,
from other sources), and 522 records were removed before sample, area, and findings of each study that was shortlisted for final
screening as most of them were duplicates. A total of 126 records evaluation. In addition, the qualitative studies were assessed via the
were removed from the remaining 294 records. The remaining 168 Critical Appraisal Skills Programme (2018), and the quantitative
records were evaluated in terms of eligibility, but 87 of them were studies were evaluated on the parameters of the Effective Public
removed as their full texts were not available. Further, 81 articles Health Practice Project (2009) (EPHPP).
were assessed and among them, 70 were removed due to irrelevancy
with the theme. Thus, 11 studies were finally considered for the
systematic review. 3 Results
The systematic review has mainly emphasized the 10 studies,
2.5 Process/method three of them focused on highlighting the importance of AI in
teaching and the adoption of AI by teachers. Three focused on
Systematic review systematically analyses the literature and the training of teachers for AI utilization, five focused on
requires a systematic process for evaluation. Prior studies have the challenges faced by teachers in AI utilization, and highlighted
recommended two approaches to including “Preferred Reporting the best practices that could be ensured by trainers to train
Items for Systematic Reviews and Meta-Analyses” (PRISMA) and teachers for AI adoption. The prior studies have either focused
“Systematic Quantitative Assessment Technique (SQAT)” to on determining the factors leading to AI adoption by teachers or

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FIGURE 1
PRISMA flow diagram.

emphasized the need for AI adoption by teachers in teachers. 3.1.1 Year published and country of origin
However, there is a dearth of research focusing on all the themes, While highlighting the characteristics of the studies undertaken
including the importance of AI adoption by teachers, challenges for the review, first, their year of publication was mentioned. Among
faced by teachers, challenges faced by trainers, and best practices the 10 studies shortlisted for the review, three published in 2019
that can be considered for training teachers to adopt (3/10), one in 2020 (1/10), one in 2021 (1/10), two in 2022 (2/10),
AI. Therefore, this review has considered only the relevant one in 2023 (1/10), and two in 2024 (2/10). Secondly, the country of
studies that emphasized all these themes. The details of the origin was examined to highlight the country focused by each
studies are given in Table 2 below. article. Among 10 studies, three (3/10) were general and they did
not focus on any specific country. Six articles (6/10) focused on
different countries including China, the Republic of Sakha,
3.1 Study characteristics Germany, Turkey, Spain, and Oman. Whereas one article (1/100)
focused on three different countries including Bulgaria, Italy,
The review has focused on the 10 latest studies and highlighted and Greece.
their characteristics including year of publication, country of
investigation, target group, aim of the study, design of the study, 3.1.2 Focus or target
sample size, data collection approach, and outcomes. The detail of the The review has focused on highlighting the challenges and best
characteristics is given in the following subsections, and the summary practices in training teachers to utilize artificial intelligence. Therefore,
is provided in (See Appendix I). all the studies shortlisted for this review focused on this theme, but

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TABLE 2 Studies considered for review.

S. no. 1st Author Year Study design

1 Guilherme, A 2019 Qualitative (Thought experiments)

2 De La Higuera 2019 Qualitative (Literature Analysis)

3 Vlasova, E. 2019 Quantitative (Experimental)

4 Lindner, A 2020 Qualitative

5 Fitria, T. N. 2021 Qualitative (Library Research)

6 Lin, H 2022 Quantitative

7 Polak, S 2022 Qualitative

8 Celik, I. 2023 Quantitative

9 Galindo-Domínguez, H 2024 Quantitative

10 Al-Mughairi, H. 2024 Qualitative

the target groups of the studies were different. Among 10 studies, three education and its role in teaching and learning process (Fitria,
(3/10) were general and they did not focus on teachers or students. 2021), and to determine AIED’s influence on teaching
One study (1/10) focused on students and took their views about the effectiveness and explore the need of training teachers (Lin,
training of teachers for AI adoption. Five articles (1/5) focused on 2022). Furthermore, they aimed to identify how teachers can
teachers. Whereas one article (1/100) focused on both students be supported in AI implementation (Polak et al., 2022), highlight
and teachers. the importance of teachers’ training for AI and the usage of AI in
the classroom (Galindo-Domínguez et al., 2024), and explore the
3.1.3 Design, sample, and data collection teachers’ perspective on adoption of ChatGPT and identify the
Among the 10 studies under consideration, six (6/10) were factors that can motivate the teachers to adopt it (Al-Mughairi
qualitative. Three of these studies were purely qualitative as they and Bhaskar, 2024).
focused on interviews (i.e., Lindner and Berges, 2020; Polak et al.,
2022; Al-Mughairi and Bhaskar, 2024). Whereas, the remaining three 3.1.5 Outcomes
qualitative studies focused on thought experiments (Guilherme, The outcomes of the studies under consideration have focused on
2019), literature analysis (De La Higuera, 2019), and library research challenges and best practices that could be considered by trainers to
(Fitria, 2021) by investigating the secondary data (i.e., literature). The train teachers.
remaining 4 studies considered for the review were quantitative, three
(3/10) of them gathered data via surveys (i.e., Lin, 2022; Celik, 2023; 3.1.5.1 Challenges
Galindo-Domínguez et al., 2024), and one (1/10) focused on Teachers not only develop innovative educational paths, but
experimentation (i.e., Vlasova et al., 2019). they also bring innovation to the classrooms. Therefore, besides
The three literature-based studies (i.e., Guilherme, 2019; De La highlighting their perceptions and attitudes about AI utilization, it
Higuera, 2019; Fitria, 2021) focused on the prior studies and there was is important to explore the challenges faced by them. The main
no proper information about the exact number of studies they factor behind AI utilization among teachers is motivation. If they
focused. The three purely qualitative studies considered different are motivated, they will be able to gather information regarding AI
sample sizes from 14 to 34. For quantitative studies, the sample size adoption or utilization. The second factor is the skill factor which
ranged from 290 to 5,558. can lead to AI utilization. Teachers possess basic knowledge of
digital skills, but they lack knowledge related to AI (Polak et al.,
3.1.4 Aim of the studies 2022). Trainers can work on the skill factor, and they can enhance
The ten studies considered for the review had different aims. the knowledge of teachers about the use of AI, but they cannot
However, all of them aimed to determine either the importance effectively motivate teachers as it is an intrinsic human factor.
of AI in teaching, the adoption of AI by teachers, challenges faced However, the training content may be included with some
by teachers in AI utilization, or highlight best practices that could motivational appeals that can motivate the teachers toward
be ensured by trainers to train teachers for AI adoption. The AI utilization.
studies under consideration aimed to evaluate the
technologization of education and its pros and cons in the context 3.1.5.2 Best practices
of teaching (Guilherme, 2019), to understand why teachers The outcomes of the studies under consideration highlighted that
require AI adoption and which challenges are faced by trainers there should be a balance between the technologization of education
(De La Higuera, 2019), to implement a continuous training (Guilherme, 2019), and educational institutions should provide
system for future teachers and realize the challenges faced in AI appropriate conditions to teachers so that they can adopt AI. Moreover,
training (Vlasova et al., 2019), to explore the ideas and teachers should understand the role of technology in modifying
pre-concepts teachers have about AI and how professional society (De La Higuera, 2019), and this knowledge will motivate them
development programs can be designed to handle their perceived to utilize AI in teaching. Besides the motivation, teachers also need
challenges (Lindner and Berges, 2020), to investigate AI in thorough training to adopt AI and overcome the challenges associated

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with it. Teachers can carry out the educational processes efficiently if 3.2 Study quality appraisal
they are trained properly for AI and its applications (Vlasova et al.,
2019), but before training is essential to develop their attitude toward The quality appraisal for systematic review has systematically
AI (Lindner and Berges, 2020) as their acceptance of this new assessed whether the review meets the criteria. Moreover, it has
technology can enable them to learn proactively. evaluated the value and relevance of the review in the context under
Teachers have positively embraced artificial intelligence but consideration. Therefore, to ensure the quality and relevancy
merely 25% of them utilized it in teaching. Therefore, they should according to the theme, qualitative and quantitative studies under
be provided with training at each stage that will equip them with consideration were scored by using CASP (2018) and EPHPP (2009)
diverse AI tools irrespective of ChatGPT which is commonly used respectively. The score included “Strong = No Weak Ratings,”
(Galindo-Domínguez et al., 2024). The training programs should “Moderate = On weak Rating,” and “Weak = Two or more weak
begin with functional principles and then emphasize the technical ratings.” No study had a weak score as all of them were focused on the
details along with highlighting the ethical and social consequences theme. The detail of scoring for each study is given in Table 3.
of AI (Lindner and Berges, 2020). Al-Mughairi and Bhaskar (2024)
highlighted four perspectives that can motivate teachers to adopt
ChatGPT (i.e., AI tool). These perspectives include the exploration 4 Discussion
of innovative educational technologies, time-saving and theme,
personalization teaching and learning, and professional The review has mainly focused on highlighting the challenges and
development. Moreover, they highlighted different inhibiting factors best practices in training teachers to utilize artificial intelligence.
that include privacy, reliability, and reduction in human interaction. Therefore, first, it has demonstrated the need for AI and its importance
Furthermore, they mentioned that the least utilization of ChatGPT for teachers. Secondly, it has highlighted the challenges faced by
by teachers is due to the challenges faced by them. These challenges teachers utilizing AI and trainers who train the teachers for AI
include the lack of institutional support, restrictions by universities, adoption. Thirdly, it has explored the best practices that could
and lack of guidance. Therefore, teachers need proper training for be considered by trainers and can be included while designing training
the integration of ChatGPT into the teaching. Thus, trainers can programs for teachers regarding AI utilization. The discussion of all
train the teachers by focusing on the motivational and inhibiting these themes is given in the following subsections:
factors. Furthermore, the outcomes highlighted that teachers The adoption and use of AI in education are growing rapidly as
collaborating with artificial intelligence and implementing it in their they play an important role in developing effective adaptive learning
teaching will never be replaced with robots in the future (Fitria, platforms (Cukurova et al., 2023) and facilitate teachers in preparing
2021) and that AI adoption by teachers can improve their teaching lectures (Mollick and Mollick, 2023; Misnevs, 2024) and evaluating
effectiveness (Lin, 2022). Thus, teachers must be trained for AI, but students (Chen et al., 2020; Vinay, 2023). Prior studies have not only
trainers should develop the training program by keeping in mind the highlighted the importance of AI adoption and utilization by teachers,
challenges that could be faced by the teachers. In addition, the but they have also emphasized the factors leading to the adoption and
results of the studies demonstrated that AI utilization among usage intention of AI among teachers and students (e.g., Kim and Lee,
teachers is associated with will, skill, and tool factors (Polak et al., 2022: Lin et al., 2022; Raffaghelli et al., 2022; Clifford, 2024; Wu et al.,
2022), knowledge factors (Celik, 2023), and motivational factors 2022). However, some studies have considered AI as a curse, and a few
(Al-Mughairi and Bhaskar, 2024). Therefore, trainers should took the perspective of teachers and highlighted that one day, teachers
emphasize all these factors while developing AI utilization training will be replaced by robots.
programs for teachers. Moreover, these training programs should Despite the applications and growth of AI in education, the
be customized at each stage and incorporate different AI tools importance of relations between teachers and students in classroom
(Galindo-Domínguez et al., 2024). settings cannot be ignored. Therefore, the educational system should

TABLE 3 Scoring based on EPHPP and CASP.

1st Author Year Quantitative Qualitative Total score Total score

EPHPP CASP
Guilherme, A 2019 X Moderate

De La Higuera 2019 X Moderate

Vlasova, E. 2019 X Moderate

Lindner, A 2020 X Strong

Fitria, T. N. 2021 X Moderate

Lin, H 2022 X Strong

Polak, S 2022 X Strong

Celik, I. 2023 X Strong

Galindo-Domínguez, H 2024 X Strong

Al-Mughairi, H. 2024 X Strong

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be conditioned to use new technologies (Guilherme, 2019). AI training and how AI-based training content can be helpful for
Technology is automated and follows the commands provided by trainers in developing training programs to train teachers about the
humans. Thus, the intelligence level of teachers cannot be matched as adoption and use of AI in education.
AI is also the product of the creative mind of human natural
intelligence. Moreover, artificial intelligence can never compete with
human natural intelligence, but it can benefit teachers as they can save 6 Implications
time searching educational material (Fitria, 2021).
The adoption of artificial intelligence technology can provide The educational sector has been transformed by artificial intelligence
teachers with adequate teaching services to monitor the learners’ and it has become essential for teachers to utilize AI in teaching.
activities. Moreover, teachers can utilize AI to explore the suggestions Teachers must be trained and motivated to adopt AI and effectively
of learners and provide them the valuable knowledge. Furthermore, utilize it in education. However, trainers may face different challenges
they can do data mining and text analysis to develop the test papers while training, and there is a need to understand the best practices for
and course contents (Lin, 2022), but still there is a paucity of literature training AI utilization to teachers. Therefore, this systematic review has
on essential skills required by teachers to utilize AI in education. In not only highlighted the challenges faced by trainers but has also focused
addition, the teachers must possess knowledge about the pedagogical on best practices that could be considered by trainers. The teachers
affordances and ethical usage of artificial intelligence (Celik, 2023). working in higher educational institutions must use AI because it
Thus, they should be trained to effectively utilize AI in teaching. provides personalized learning through adaptive learning platforms and
De La Higuera (2019) highlighted that data awareness is essential real-time feedback. Moreover, it enhances teaching efficiency, provides
for the development of technology and society, and teachers must of data-driven insights, supports diverse learning environments, innovates
aware of it to understand AI utilization. This awareness can originate teaching methods, and enhances research capabilities. The teachers
from knowledge about AI-enabled algorithms. These algorithms can unaware of using AI or its applications must be trained because adopting
be useful for developing training programs (Fitria, 2021). Therefore, AI is essential nowadays to survive in the evolving educational
trainers can get recommendations for training teachers from AI-enabled landscape, enhance student outcomes, and improve work-life balance.
algorithms. Vlasova et al. (2019) mentioned that teachers should In addition, teachers working in primary and secondary educational
be trained in the field of AI. Further, they suggested that bachelor’s and institutions can use AI to develop curriculums based on the needs of
master’s students should be trained for AI adoption and utilization as students. Further, they can design creative strategies to engage students.
they are future teachers. In addition, Lin (2022) argued that besides The prior systematic reviews have either focused on highlighting the
providing special training to teachers they should be introduced to the importance of AI in teaching or emphasized the challenges faced by
latest technologies. They should be provided with a trial option for teachers while adopting AI. However, this review significantly differs
technologies like data mining, virtual reality technology, and computer from the prior systematic reviews, as it has focused on the importance
vision. Therefore, the trainers should not only emphasize the general of AI and utilization among teachers, challenges faced by teachers,
training, but the training should involve the trial and introduction of the challenges faced by trainers, and strategies or best practices that could
latest AI-based technologies that could be helpful for teachers. be adopted by trainers while training teachers. Moreover, the review has
expanded the literature on artificial intelligence in education. The
findings of this review can serve as a guideline for trainers training
5 Conclusion teachers to utilize AI. The trainers can formulate their training content
based on the findings reported by the review. Moreover, the findings will
The adoption of AI and its utilization is still an ongoing debate be helpful for the human resource (HR) department of educational
among researchers. Many qualitative and quantitative studies have institutions; they can develop their training programs based on this
focused on the adoption of AI in education and highlighted the factors research or include AI training in the professional development programs.
influencing AI adoption and AI use intention among teachers.
Moreover, extensive literature is available on the challenges faced by
teachers in using AI. However, there is a paucity of research highlighting 7 Limitations and recommendations
the challenges faced by trainers and best practices that could be adopted
by them to train teachers. Therefore, this systematic review is the first to The systematic review has focused on the most neglected area of
explore the challenges faced by trainers while training teachers for AI challenges and best practices in training teachers for AI. However, it
utilization and highlight the best practices that could be adopted by has different limitations that can be considered by future studies. First,
trainers. The review has identified the extensive literature and the study focused on the PRISMA approach, but studies in the future
highlighted that lack of motivation among teachers is the main challenge could consider any other method for conducting the review. Secondly,
faced by trainers. Motivation is an intrinsic human factor, and it is the review has considered the studies published between 2017 and
difficult for trainers to motivate teachers. However, trainers can motivate 2024, and the studies in the future can expand the horizon by
teachers by briefing them about its benefits and its uses, which can make considering the literature published within the last 10 years. Thirdly,
it easier for them. Moreover, the findings reported that trainers should the review has provided the best practices that could be considered by
develop customized training programs for different subject teachers. In the trainers for training teachers to utilize artificial intelligence. Future
addition, training content can be developed by AI, and besides training, studies can develop a conceptual model based on the findings and
the trainers should provide the trail facility to the teachers. Therefore, evaluate it empirically. Fourthly, the studies considered for the review
future studies can develop a model based on the findings of this research focused on the Republic of Sakha, Germany, China, Bulgaria, Italy,
and empirically investigate how motivation can influence the teacher’s Greece, Turkey, Spain, and Oman. Therefore, future studies can focus

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Aljemely 10.3389/feduc.2024.1470853

on any specific country. In addition, the review considered studies Conflict of interest
published in English, and future studies can expand the horizon of
review by focusing on studies published in other languages. The author declares that the research was conducted in the
absence of any commercial or financial relationships that could
be construed as a potential conflict of interest.
Data availability statement
The original contributions presented in the study are included in Publisher’s note
the article/Supplementary material, further inquiries can be directed
to the corresponding author. All claims expressed in this article are solely those of the authors
and do not necessarily represent those of their affiliated organizations,
or those of the publisher, the editors and the reviewers. Any product
Author contributions that may be evaluated in this article, or claim that may be made by its
manufacturer, is not guaranteed or endorsed by the publisher.
YA: Writing – original draft, Writing – review & editing.

Supplementary material
Funding
The Supplementary material for this article can be found online
The author(s) declare that no financial support was received for at: https://www.frontiersin.org/articles/10.3389/feduc.2024.1470853/
the research, authorship, and/or publication of this article. full#supplementary-material

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