Teacher AI Literacy in K-12 Education: A Systematic Review of Interventions, Assessment, and Professional Development

This systematic review examines the current state of research on teacher AI literacy in K-12 education. Following PRISMA 2020 guidelines, we will search eight databases (Education Research Complete, Web of Science, ERIC, APA PsycINFO, Scopus, IEEE Xplore, ACM Digital Library, and Google Scholar) for empirical studies published between 2017-2025. The review addresses three research questions: (1) What are the characteristics of empirical studies on teacher AI literacy? (2) What are the key dimensions, interventions, and assessment approaches used? (3) What is the methodological quality of existing studies? This review directly addresses a critical gap identified by Huang et al. (2026) in their umbrella review, who noted that while AI literacy research has focused primarily on students, few systematic reviews synthesize teachers' AI literacy.