Προς ένα πλαίσιο επαγγελματικής ανάπτυξης εκπαιδευτικών στην ΤΝ μέσα από την ελληνική και διεθνή βιβλιογραφική ανασκόπηση

Περίληψη

This study proposes a comprehensive framework for teachers’ professional development in Artificial Intelligence (AI) literacy, addressing the increasing need for educators to adapt to evolving technological environments. Drawing on a systematic literature review (SLR) following the PRISMA protocol, the research analyzes 40 selected international and national studies, identifying key dimensions of AI literacy critical for teacher training. These include ethical awareness, human-centered AI approaches, foundational knowledge, pedagogical integration, and critical thinking. The article compares teacher training programs from Greece and abroad, revealing discrepancies in content and structure. Greek programs often lack alignment with core AI literacy dimensions, while international initiatives emphasize experiential learning, problem-solving, and active engagement. Based on findings, the study suggests a tripartite training model: foundational AI knowledge, pedagogical application, and ethical/civic awareness. It advocates for blended learning formats, collaborative networks, and multimodal assessments to support continuous professional growth. The article concludes that AI literacy must be at the heart of modern teacher development, not only to enhance technological competence but also to promote responsible and pedagogically sound AI integration in education.