AI ‐Integrated Professional Development for Pre‐Service Teachers: A Systematic Review of Impacts on Pedagogical Strategies and Technological Self‐Efficacy

ABSTRACT This systematic review brings together studies published from 2020 to 2025 to look at the nature, implementation, and impact of AI‐integrated PD in initial teacher education. Following the PRISMA 2020 guidelines, we analysed 11 peer‐reviewed studies that used quasi‐experimental, experimental, and mixed‐method designs across educational contexts in Asia, Europe, and North America. This review emphasises that effective AI‐based PD should go beyond just teaching technical skills; it should help develop adaptable, innovative, and ethically mindful teaching identities. The review concludes with recommendations for human‐centred and ethically informed AI literacy frameworks that present AI as a helpful teaching assistant, enhancing rather than replacing teachers' professional judgement and authority.