Artificial intelligence as a tool to support teachers’ work: a systematic literature review

The integration of Artificial Intelligence (AI) into education emerges as a transformative paradigm, enhancing the personalization of learning and the automation of administrative and assessment tasks. This article aimed to investigate how teacher training has been addressed in the literature in light of the advancement of AI in education, analyzing its influence as a tool to support teaching work. The bibliographic review supports AI as a support for educational development and teacher training, highlighting the need to critically integrate new technologies into pedagogical practice. The methodology followed the PRISMA protocol, with a systematic search in the Scielo, Scopus and Google Scholar databases, resulting in the final selection of 10 articles. The results and discussion were organized into three areas: the practical applications of AI in supporting teachers; ethical challenges, such as algorithmic biases and data privacy; and the imperative need for professional training for critical integration. It is concluded that AI is an effective support tool, whose potential will be maximized by teachers trained to use it critically and creatively, redirecting their time to irreplaceable human interactions. Investments in training programs that combine technical, critical and pedagogical skills are of the utmost importance.