Fostering Teacher AI Competency Development from a Systematic Review across Micro, Meso, and Macro Systems

• In Event: Constructing Futures with Technology: Digital Literacies, AI Integration, and Transformative Teacher Preparation

Abstract

In response to the global push for AI integration in education, this systematic review examines how teacher AI competency is shaped across three sociocultural layers: beliefs (micro), professional learning (meso), and cultural contexts (macro). Forty-two empirical studies published from 2015 to 2025 were analysed using a matrix integrating six AI competency dimensions and three contextual layers. The review identifies five belief types, five professional development (PD) models, and five cultural factors that influence competency development. Findings suggest that while course-based PD is dominant, deeper transformation requires diverse approaches, critical trust in AI, and culturally responsive learning design. The review concludes by proposing a sociocultural framework for teacher AI learning and identifying key research gaps.

Authors

• Xinyan Zhou, The Chinese University of Hong Kong

• Thomas K.F. Chiu, The Chinese University of Hong Kong