The increasing integration of AI into educational practice places new demands on teachers and requires an expanded, systematically grounded competence profile. While numerous studies address AI in education, a structured overview of existing AI-related competence models for teacher education remains lacking. This scoping review aims to systematically examine and synthesise competence models that address AI-related competences for teachers, with a particular focus on their conceptual foundations and competence dimensions. Therefore, a scoping review was conducted across three databases (Web of Science, ERIC, and Fachportal Pädagogik). Forty-two studies published between 2016 and March 2025 were included, of which seventeen explicitly focus on AI. Both independently developed competence models and adapted frameworks, including those based on TPACK or DPaCK, were analysed using a deductive-inductive qualitative content analysis grounded in Weinert’s competence definition with the help of Rayyan and MAXQDA. The results reveal a strong emphasis on cognitive competence dimensions, particularly technical understanding of AI systems, ethical reflection, and the pedagogical use of AI tools. In contrast, motivational, volitional, and social dimensions, as well as explicit competences related to teaching about AI, are scarcely addressed. Additionally, few models provide a coherent structure that integrates AI as both a teaching tool and a curricular subject. Based on these findings, the paper proposes a conceptual, layered competence model that integrates (1) instructionally relevant AI knowledge, (2) AI-related curricular content, (3) a distinct dimension of AI didactics focused on teaching about AI, (4) subject-specific didactics, and (5) transversal motivational, volitional, and social dispositions, complemented by progression levels. This model offers a structured foundation for curriculum design, teacher education, and future empirical validation of AI-related teacher competences.
Luca Mikula (Sat,) studied this question.