A Systematic Review of Teachers’ Roles and Social-Emotional Support in K–12 AI Research

• In Event: Beyond the Hype: Teachers, GenAI, and the Human Factor

Abstract

This proposal presents findings from a systematic review of 21 studies on K–12 artificial intelligence (AI) integration, focusing on two key areas: how teachers are positioned and the extent to which their social-emotional competencies (SEC) are supported. The analysis yielded three main findings: (1) teachers are often assigned limited or peripheral roles in AI-related research; (2) support for teachers’ SEC is absent; and (3) studies that position teachers as active agents are more likely to acknowledge SEC-related dimensions. These findings highlight a critical gap in current research and point to the need for future AI tools and policies that empower teachers professionally and emotionally.

Authors

• Jiayu Cheng, University of Pennsylvania

• Chen Wang, University of Michigan

• Bodong Chen, University of Pennsylvania