Internationalization's impact on teacher education faculty: a large language model-enhanced scoping analysis

Purpose The paper aims at providing a systematic look at the specific impacts facing teacher education faculty and preservice teachers, who are the essential actors of knowledge creation and transfer in the process of the internationalization of higher education. Design/methodology/approach This paper presents a six-stage scoping framework and details the inclusion of a large language model (LLM) to increase the efficiency in screening a large volume of abstracts. Findings The findings reveal that internationalization substantially transforms teaching practices, research collaborations, administrative responsibilities and professional development for faculty. Notably, teacher educators frequently struggle to reconcile their identities, often experiencing a tension between their roles as effective teachers and the pressure to be successful researchers. For preservice teachers, internationalization reshapes intercultural competence, global citizenship awareness and pedagogical identities, with overseas teaching placements proving particularly transformative. Originality/value The study reveals critical research gaps, particularly the skewed focus on curriculum internationalization and international student teaching, while formal research collaborations and contexts outside the Asia–Pacific and Europe remain understudied.