Training secondary-school teachers in artificial intelligence: a systematic review

This repository contains the data and materials associated with the systematic review "Artificial Intelligence Teacher Training in Secondary Education: A Systematic Review". The expansion of artificial intelligence (AI), particularly generative AI, has increased scholarly focus on secondary school teacher training. This systematic review examines the literature published between 2016 and 2025, following the PRISMA 2020 guidelines and a PICO framework. Thirty-nine studies were retrieved from Web of Science, Scopus, and Dialnet, supplemented by manual searches. The majority of studies were published between 2024 and 2025 (89.7%), confirming the emergent nature of the field. Findings indicate that whilst teachers recognise AI's pedagogical potential, they face challenges related to self-efficacy and training gaps, alongside ethical concerns regarding privacy, bias, and academic integrity. These limitations coexist with infrastructural deficits and weak institutional frameworks. The review highlights the need for continuous, contextualised, and multidimensional training models that integrate technical, pedagogical, and ethical dimensions. Longitudinal studies and rigorous evaluations of training interventions remain scarce.