A Systematic Literature Review of Teacher Professional Development Based on Responsible AI Principles: Analysis of Domestic and International Research Trends (2020–2025)

This study systematically analyzed trends in domestic and international literature from 2020 to 2025 to explore new directions for Teacher Professional Development (TPD) based on ‘Responsible AI’ principles. This inquiry is situated within a rapidly evolving educational landscape characterized by the reclassification of AI digital textbooks as ‘educational materials,’ which emphasizes teachers’ autonomous selection rights. Following the PRISMA 2020 guidelines, a total of 73 documents, including academic journals and policy reports, were finally selected. The analysis revealed that related research surged following the advent of generative AI, with approximately 85% of the studies concentrated in 2024 and 2025; TPD and AI Literacy emerged as core themes. In-depth analysis identified four critical ‘research gaps.’ First, a ‘principles-to-practice gap’ between high-level ethical principles of international organizations and their implementation in schools was found to be entrenched. Second, the ‘structural fragmentation of TPD’ was intensifying, marked by a disconnection between training content and methods. Third, despite the expansion of cooperation with private EdTech companies, discussions on the ‘meta-governance of Public-Private Partnerships (PPP)’ for their supervision were insufficient. Fourth, with the rise of generative AI, a ‘crisis of academic integrity and assessment lag’ emerged as a new core challenge, diminishing the validity of existing assessment methods. This study is significant as it presents the research landscape of the past five years and provides foundational data for future practical research based on the four identified gaps.