Emerging Technologies in Teacher Professional Development Through the Lens of Self-Determination Theory: A Systematic Review

Purpose This systematic review analyzed 46 peer-reviewed studies published between 2020 and 2025, revealing eight digital technology types, including Information and Communication Technology, Big Data, Artificial Intelligence, ChatGPT, Open Educational Resources, Massive Open Online Courses, Learning Management System, and Augmented Reality/Virtual Reality. Design/Approach/Method Technologies are organized across three conceptual layers: Infrastructure, Algorithm, and Application Layer. This study aims to investigate: (a) the key functions and implementation barriers of eight emerging technology types; (b) their impacts on teachers’ autonomy, competence, and relatedness; and (c) their impacts on the equity, quality, and efficiency of scalable teacher professional development. Findings Findings reveal that all technologies demonstrate dual impacts on the three psychological needs, both enabling and constraining, with competence most consistently supported across layers. Equity outcomes prove most challenging. Originality/Value This review concludes that effective technology integration requires human-centered ecosystems that amplify, not replace, teacher agency, advancing a value-rational approach recognizing teachers’ professional flourishing as an intrinsic good rather than an instrumental means.