Artificial intelligence and teacher education: A bibliometric analysis between 1991 and 2023

Abstract

This study presents a bibliometric and thematic analysis of 684 Scopus-indexed publications on artificialintelligence (AI) in teacher education, published between 1991 and 2023. Using the PRISMA frameworkand co-occurrence keyword analysis via VOSviewer, the research identifies growth patterns, influentialauthors and journals, and emerging research trends. Findings indicate a recent acceleration inpublications, particularly after 2021, with AI applications ranging from intelligent tutoring systems togenerative AI tools such as ChatGPT. Three thematic clusters were identified, which are pedagogicalintegration, intelligent systems, and emerging AI innovations. Further analysis of representativepublications revealed five sub-themes: feedback and assessment dominance, professional competencyshifts, equity and trust challenges, a small-scale evidence base, and policy and curriculum lag. While theliterature points to significant potential for AI to enhance teacher preparation, gaps remain in policyalignment, empirical validation, and equity in global participation. The study concludes withrecommendations for more longitudinal, interdisciplinary, and inclusive research to inform sustainableand effective integration of AI into teacher education. Received: 06 November 2025 / Accepted: 22 February 2026 / Published: March 2026

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