A BIBLIOMETRIC ANALYSIS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHER EDUCATION BASED ON THE SCOPUS DATABASE

DOI: 10.18173/2354-1075.2024-0122

Abstract

This study evaluates the application ofartificial intelligence (AI) in teacher educationthrough an analysis of 686 articles indexed inScopus. Results show growing interest in the topicover the past 32 years (1991–2023), withComputers and Education as the leading journalfor related research. Ma’s (2014) study onIntelligent Tutoring Systems is the most cited, with345 citations. Key terms such as “teachereducation,” “intelligent tutoring systems,” and“artificial intelligence” frequently appear. TheUnited States leads in research output, followed bysignificant growth in China, though internationalcollaboration is limited. This review providesessential insights for researchers, policymakers,and educators, guiding future studies to promoteglobal cooperation and sustainable advancementsin AI applications in education.