A Review of Teacher Perspectives on AI Integration: Pedagogies, Technologies, Confidence, and Readiness Across Disciplines

Abstract

Artificial intelligence (AI) is transforming educational
practice. However, little attention is known about how
teachers can systematically implement AI through specific
pedagogical approaches across different educational
settings and disciplines. This study reviews 119
peer-reviewed publications to examine four critical
dimensions: pedagogical approaches to AI use, AI technology
integration patterns across disciplines, teachers’ AI
self-efficacy, and teachers' readiness for AI adoption.
This study reveals that effective AI integration involves
multiple instructional strategies, including personalized
learning, project-based learning, support for
self-regulated learning, and innovative assessment
approaches. These pedagogies differ substantially across
educational contexts and disciplines, which means that a
one-size-fits-all approach may not work. AI technologies in
classrooms take three primary forms: generative AI
chatbots, intelligent tutoring systems, and AI-powered
mobile learning platforms. Teachers' confidence in using AI
varies by discipline, Science, Technology, Engineering and
Mathematics (STEM) teachers reporting higher self-efficacy.
Regarding the teacher readiness, it involves several
connected aspects such as acceptance, attitudes, awareness,
and confidence. These areas support one another and grow
stronger through professional development that encourages
hands-on practice, mentoring, and thoughtful reflection on
ethics. The study highlights that successful AI integration
requires comprehensive, discipline-responsive professional
development addressing technical skills, pedagogical
knowledge, ethical reasoning, and the emotional dimensions
of professional change. This study provides educators with
guidance on suitable AI pedagogical strategies, tools, and
assessment methods for AI-enhanced education, offering
research insights and future directions for teachers’
professional development.