The rapid integration of artificial intelligence into education is reshaping how teaching and learning occur, prompting the need for pre-service teachers' programmes to equip future educators with AI literacy. This systematic review, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol, explores the role of AI literacy in pre-service teacher programmes globally. The study examines how AI literacy is integrated into teacher preparation curricula to develop essential technological, pedagogical, and ethical competencies. The review focused on 79 studies published between 2020 and 2025, including peer-reviewed journal articles, conference proceedings, and book chapters in English. The results reveal the growing importance of AI literacy by emphasising the integration of technological skills, ethical considerations, and pedagogical strategies. The study identifies key regional trends, with Western and Asian regions leading in AI literacy integration, while other areas remain at the entry of AI integration. The findings underscore the urgent need for teacher education institutions to prioritise AI literacy to foster innovation and successful AI integration. The review proposes a framework for enhancing AI literacy in pre-service teachers' programs and includes recommendations for curriculum development.
Tunjera et al. (2025) studied this question.