AI Readiness in Education: A Review of Conceptual Foundations, Pedagogical Dimensions, and Ethical Considerations

Abstract

The rapid integration of artificial intelligence (AI) into educational systems has intensified scholarly interest in understanding educators’ preparedness to adopt AI technologies effectively and responsibly. This review paper synthesizes existing literature on AI readiness in education, conceptualizing it as a multidimensional construct encompassing technology self-efficacy, pedagogical capacity for student interaction, and ethical awareness. Drawing on international and Chinese studies, with particular attention to higher education and vocational training contexts, the review highlights how individual, institutional, and socio-demographic factors shape teachers’ readiness for AI integration. The analysis reveals that while research on AI acceptance and intention is expanding, empirical studies employing holistic and validated readiness frameworks-especially in non-Western and vocational settings-remain limited. By integrating fragmented strands of research, this review advances a more comprehensive and context-sensitive understanding of AI readiness and identifies directions for future research and policy development aimed at supporting responsible, human-centered AI adoption in education.

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