Adoption of artificial intelligence in teaching and teacher professional development: Pedagogical impacts, ethical risks, and challenges
Abstract
Artificial Intelligence in Education has led to the emergence of the pressing necessity to comprehend the implementation of AI in pedagogy and educator professional growth with references to its effects on pedagogy, ethical issues, as well as systemic concerns. The current work uses the PRISMA framework to conduct a systematic review of the newest literature on the subject of Generative AI in Teaching, AI Adoption in Education, and Teacher Professional Development with an emphasis placed on the emerging trends of AI-supported instruction, personalized learning systems, and educator AI literacy. With an overview indicative of growth in integration of AI in educational settings through technological progression in adaptive learning systems, intelligent tutoring systems and AI-enabled curriculum design as well as rising institutional investment in digital pedagogical change, the review outlines a stark rise in the pace of AI integration in education. The study methodology combine Technology Acceptance Model and Unified Theory of Acceptance and Use of Technology to determine teacher adoption behaviors. The results indicate that AI increases instruction effectiveness, AI-based assessment, and facilitates data-driven teaching with learning analytics, as well as transforms the role of a teacher into an instructor with reduced control and collaboration with AI. Nevertheless, the review suggests key obstacles such as insufficient training and upskilling of the teachers, biased access to professional learning ecosystems, and the gaps in AI governance in schools. The sustainable AI integration should be based on a balance which will integrate technology innovation with the aims of pedagogy, ethical AI in educating and inclusive digital equity in adopting AI.
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Copyright (c) 2026 Rabi Bara'u (Author)
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Copyright (c) 2025 International Journal of Applied Resilience and Sustainability (IJARS) 
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