Artificial Intelligence in Teacher Training and Professional Development: Global Research Trends

This study employed a bibliometric analysis of 1,963 Scopus-indexed publications published between 2020 and 2025 to map the evolution of scholarship on Artificial intelligence (AI) in teacher training and professional learning. Results revealed an exponential growth trajectory, with annual publications increasing from 46 documents in 2020 to 918 in 2025, reflecting the field’s rapid expansion following the emergence of generative AI technologies. Geographically, the United States and China dominated scientific production, while increasing contributions from India, Spain, Turkey, Saudi Arabia, and other countries indicate growing international engagement. Citation analysis identified influential works focusing on AI integration frameworks, teacher readiness, trust, assessment, and generative AI, whereas co-citation analysis revealed six intellectual foundations centered on methodological approaches, teacher competence, AI literacy, readiness and trust, policy frameworks, and emerging interdisciplinary practices. Co-word analysis further identified four major conceptual themes: student learning and STEM contexts, teacher education and professional development, AI applications and emerging technologies, and advanced AI-driven pedagogical innovation. The thematic evolution of the field demonstrates a shift from foundational discussions of AI adoption toward more sophisticated concerns related to AI literacy, ethical integration, teacher preparedness, and generative AI applications. In all, the findings indicate that AI in teacher education has evolved into a mature and globally visible research domain characterized by conceptual consolidation, interdisciplinary expansion, and rapid technological innovation. The study provides a comprehensive knowledge map of the field and offers insights for future research, policy, and practice aimed at fostering ethical, inclusive, and pedagogically meaningful AI integration in teacher professional learning.