Barriers and facilitators in the implementation of teacher training programs in generative artificial intelligence aimed at inclusive education: A systematic review
Year: 2026
Type: review
Study design: Systematic Review
Abstract: The incorporation of generative artificial intelligence into contemporary educational systems has generated significant transformations in pedagogical practices and teacher professional development, positioning teacher education as a key component for ensuring that these technologies are implemented in ways that support inclusive education and address diverse learning needs. The present study aimed to systematically identify the barriers, facilitators, and emerging recommendations reported in the scientific literature for the design and implementation of teacher training programs in generative artificial intelligence oriented toward inclusive education. A systematic review was conducted following the PRISMA guidelines, using structured searches in the Scopus database with combinations of terms related to generative artificial intelligence, teacher education, and inclusive education. The search included studies published between 2021 and 2026. After applying predefined inclusion and exclusion criteria and removing duplicate records, a total of 21 studies were selected for qualitative synthesis. The results revealed recurrent barriers associated with insufficient teacher training in artificial intelligence, limitations in technological infrastructure, the absence of clear institutional policies, and ethical concerns related to algorithmic bias, accessibility, and digital inequality. At the same time, several facilitators were identified, including teachers’ constructivist pedagogical beliefs, technological self-efficacy, institutional leadership committed to innovation, and systematic instructional support. The reviewed literature also highlighted emerging recommendations for the development of inclusive teacher education programs, particularly the implementation of continuous professional development strategies, the adoption of ethical governance frameworks, the integration of Universal Design for Learning principles, and the development of multilevel implementation approaches that articulate actions at the teacher, institutional, and policy levels. Overall, the findings suggest that the effective integration of generative artificial intelligence in inclusive education depends on teacher education programs that combine technological competencies with inclusive pedagogical foundations supported by robust ethical frameworks and enabling institutional policies.
Source: Multidisciplinary Reviews
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7220155857