Artificial Intelligence in teacher education: A systematic review of its role in enhancing digital literacy and pedagogical content knowledge in STEM

Hassan Zahoor, Ayaz Ahmed, Junchao Zhang, Syeda Maria Zainab Gardezi, Wynn Marlar & Mohammad Naim Wahdat

Volume 7 Issue 1, March 2026

Abstract

Artificial Intelligence (AI) is progressively incorporated into teachers’ preparation and professional development in the Science, Technology, Engineering and Technology (STEM) fields. This systematic review examines how AI tools may strengthen STEM teacher education using content analysis and the PRISMA guideline. Four key AI tools were identified: AI-based augmented or virtual reality, intelligent tutoring systems, personalised learning, and lesson preparation. These tools have been indicated to profoundly improve teaching strategies, assist teachers in teaching learning process, and boost learning involvement in STEM classes. Despite their potential, there are still challenges that exist. These challenges include the compulsion for appropriate teacher preparation and training, issues related to data security and privacy, the sporadic generation of inaccurate or irrelevant answers by AI, and the lack of developed technology infrastructure in educational institutions. Moreover, AI-related content has also been neglected in the curriculum. Research gaps that require clear AI-generated data, more robust personal data protections, and AI tools that can be adapted according to the needs of individual teachers. However, this systematic review promotes the utilisation of artificial intelligence in STEM teacher education, identifying that it can improve instructional efficacy and promote professional growth.

Keywords

Author information & Contribution

Hassan Zahoor. Corresponding author. Ph.D. Scholar, School of Education, Huazhong University of Science and Technology, China. Email: zahoorhassanofficial@gmail.com

Ayaz Ahmed. Former MPhil Scholar, Center for Education and Staff Training, University of Swat, Pakistan Email: ahmadayaz223@outlook.com

Junchao Zhang. Professor. School of Education, Huazhong University of Science and Technology, China. Email: zhangjunchao@hust.edu.cn

Syeda Maria Zainab Gardezi. PhD Scholar, School of Education, Shaanxi Normal University, China. Email: mariagardezi110@snnu.edu.cn

Wynn Marlar. Ph.D. Scholar, School of Education, Huazhong University of Science and Technology, China. Email: naim_wahdat80@yahoo.com

Mohammad Naim Wahdat. Ph.D. Scholar, School of Education, Huazhong University of Science and Technology, China. Email: wynnmarlar.lin@gmail.com

"Zahoor Hassan (first author and corresponding author) and Ayaz Ahmad (corresponding author) conceptualized and finalized the research framework. They also collected the data and interpreted the findings. All co-authors were involved in screening data based on the inclusion and exclusion criteria, and they contributed to drafting and revising the manuscript. Zahoor Hassan and Ayaz Ahmad finalized the manuscript after incorporating revisions provided by the co-authors.

Disclosure statement

Funding

Institutional Review Board Statement

AI Declaration

Notes

Acknowledgement

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Cite this article:

Zahoor, H., Ahmed, A., Zhang, J., Gardezi, S.M.Z., Marlar, W. & Wahdat, M.N. (2026). Artificial Intelligence in teacher education: A systematic review of its role in enhancing digital literacy and pedagogical content knowledge in STEM. International Journal of Educational Management and Development Studies, 7(1), 50-82. https://doi.org/10.53378/ijemds.353317