Preparing Teachers for Artificial Intelligence Integration: A Systematic Review

• Published in: Secondary English Education Vol. 18; no. 4; pp. 33 - 53
• Main Author: Kim, Hye Yeong
• Format: Journal Article
• Language: English
• Published: 한국중등영어교육학회 30.08.2025
• Subjects: 영어와문학
• ISSN: 1976-8222; 2671-6038
• DOI: 10.20487/kasee.18.4.202508.33

With the rapid advancement of Artificial Intelligence (AI), preparing teachers for its effective integration has become increasingly important. This study aims to examine how recent research addressed teacher preparation for the integration of AI in English education. It investigates literature between 2020 and 2025 on AI integration in English education, with a focus on teacher preparation for AI use. Using a systematic review methodology guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, 45 relevant studies were identified and analyzed. The findings reveal a growing interest in AI integration. However, significant gaps remain in teacher preparation. While many studies highlight improvements in teachers’ attitudes and perceived competence following AI-focused training, there is limited evidence of actual classroom application. The literature is dominated by perception-based research and relies heavily on self-reported data. Moreover, many qualitative studies lacked methodological transparency, limiting the reliability of their findings. These results suggest a pressing need for future research to adopt more rigorous and context-sensitive designs. Importantly, the study underscores the value of developing practical, classroom-oriented teacher training programs that go beyond raising awareness and address real instructional challenges in AI implementation. KCI Citation Count: 0