• The study identifies key GenAI-specific TPK gaps in teacher education • The study proposes AI literacy be embedded in teacher education programs • It is vital for HEIs to support GenAI use in teacher education programs. The increasing prevalence of Generative Artificial Intelligence (GenAI) in education presents significant implications for teacher education and instructional design. This systematic review examines the GenAI-specific Technological Pedagogical Knowledge (TPK) required by teacher educators (TEs) who prepare post-primary teachers, addressing a critical but underexplored area in the literature. While tools such as ChatGPT and other GenAI systems offer new possibilities for teaching, learning, and assessment, they also raise complex pedagogical and ethical challenges. These include concerns about data privacy, algorithmic bias, authorship, and accountability, issues that are particularly salient in the context of teacher preparation within higher education institutions (HEIs). TPK for GenAI extends beyond digital competence to encompass pedagogical reasoning, ethical awareness, and AI-augmented instructional design. To explore how these knowledge dimensions are defined and supported, peer-reviewed studies published in English were systematically reviewed across major academic databases. Seventeen studies met the inclusion criteria, focusing explicitly on TEs’ engagement with GenAI. The findings highlight persistent challenges in developing GenAI-related TPK, particularly in ethical decision-making, critical AI literacy, and institutional support for professional learning. The review concludes that strengthening TEs’ GenAI-specific TPK is essential for preparing future teachers to integrate AI responsibly and effectively. HEIs play a central role in enabling this by fostering coherent strategies, supportive policies, and sustained professional development.
Ceallaigh et al. (2026) studied this question.