A Systematic Review on Artificial Intelligence-Based Educational Tools and Their Impact on Teacher Education

Artificial Intelligence (AI) has emerged as a transformative force in education, significantly reshaping teacher education, pedagogical practices, and professional development. AI-based tools such as adaptive learning platforms, intelligent tutoring systems, automated assessments, and virtual simulations are enabling personalised, data-driven, and learner-centred approaches to teaching and learning. This systematic review synthesises 33 studies conducted between 2008 and 2026, covering global, Indian, and Northeast Indian contexts, to examine the evolving role of AI in both pre-service and in-service teacher education. The findings, organised thematically in Table 1, indicate that AI enhances cognitive outcomes, digital competence, instructional planning, and reflective teaching practices, while also supporting continuous and collaborative professional development. However, challenges related to infrastructure, ethical concerns, teacher readiness, and policy implementation remain significant. The review further highlights contextual disparities, with international studies reflecting more advanced integration, whereas Indian and Northeast contexts reveal gaps in access, training, and institutional readiness. The search strategy and selection process adopted for the review are presented in Table 2, ensuring transparency and systematic identification of relevant literature. The study also identifies key research gaps, including limited long-term empirical evidence, insufficient focus on pedagogical outcomes and academic performance, underexplored emotional and identity dimensions of teachers, and the absence of a comprehensive AI literacy framework. Ethical issues such as data privacy, algorithmic bias, and teacher autonomy further complicate effective implementation. Overall, the review concludes that while AI holds strong potential to enhance teacher education, its success depends on ethical, inclusive, and context-sensitive integration supported by continuous professional development and effective policy implementation.