Abstract In the context of Education 4.0, inclusive teacher training must not only address enduring pedagogical and institutional barriers but also respond to emerging technological challenges and opportunities—particularly those posed by artificial intelligence (AI). Following PRISMA guidelines, this study presents a systematic literature review of 103 peer‐reviewed articles published between 2000 and 2023, aiming to identify traditional key barriers and innovations in teacher training for diversity and inclusion, projecting them within a focus on the role of digital and intelligent technologies. The analysis reveals five dominant categories of barriers: pedagogical, technological, attitudinal, institutional/leadership‐related and policy‐level gaps. While traditional barriers persist across educational systems, the review highlights a growing body of literature exploring AI‐supported solutions such as personalised professional development, early diagnosis of student needs and simulation‐based training environments. These emerging approaches, though still incipient, suggest that AI can play a strategic role in enhancing inclusive competencies when integrated with ethical and pedagogically grounded frameworks. The study contributes to a more nuanced understanding of the interplay between inclusion, teacher education and digital transformation, and offers implications for research, policy and practice in rethinking teacher training for an inclusive and intelligent educational ecosystem.
Motta et al. (Wed,) studied this question.