Ethical considerations and challenges in teacher education for the integration of artificial intelligence: a systematic review of training programs

Authors

DOI:

https://doi.org/10.5212/PraxEduc.v.21.26250.058

Abstract

Artificial intelligence (AI) has been transforming teachers’ roles and significantly affecting their professional identity and professional learning needs. This PRISMA-based systematic review examines how teacher education for AI integration, including its ethical dimension, has been implemented through educational initiatives in both initial teacher education and continuing professional learning. Based on a set of articles retrieved from two international databases (N = 19), the review examined programme formats, objectives, tools used, theoretical frameworks, challenges encountered, and the extent to which the ethical dimension was incorporated. The findings point to a strong competency-based orientation, while also revealing a fragmented integration of ethical considerations related to responsibility, transparency, equity, and inclusion. The challenges identified primarily concern the roles teachers are expected to play and the responsibilities they assume. The study proposes educational initiatives that explicitly incorporate ethical deliberation from an Aristotelian perspective, fostering an understanding of episteme, techne, and phronesis as foundations for pedagogical interactions in AI-mediated contexts.

Keywords: Artificial intelligence. Teacher training. Ethics in AI.

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Author Biographies

  • Juliana Azevedo Gomes, International University of La Rioja

    PhD in Education and Lecturer (Profesor Contratado Doctor, ANECA-accredited), with one research period (sexenio) recognized by ANECA. She has over 10 years of experience in higher education. She works as a pedagogical consultant in the development of educational applications for children. She teaches in teacher education programs, particularly in the areas of personalized education, character education, and educational technologies. Her research focuses on emerging trends in teacher education, as well as on interculturality and heritage languages.

  • Dra., International University of La Rioja

    PhD in Education and Associate Professor, with one research period (sexenio) recognized by ANECA. She has over 20 years of teaching experience across early childhood, primary, secondary, and higher education. Her research focuses on pedagogical trends in teacher education, particularly in learning strategies, teacher competencies, and reflective learning. She is the author and co-author of books and scientific publications in Brazil, the United States, and Spain. She also participates as a speaker in international conferences held in Argentina, Uruguay, Colombia, Panama, Brazil, and Angola.

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Published

2026-08-05

Issue

Vol. 21 (2026): Publicação contínua

Section

Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades

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How to Cite

Ethical considerations and challenges in teacher education for the integration of artificial intelligence: a systematic review of training programs. Práxis Educativa, [S. l.], v. 21, p. 1–26, 2026. DOI: 10.5212/PraxEduc.v.21.26250.058. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/26250. Acesso em: 6 aug. 2026.