Supplementary file 1_Teachers’ use of generative artificial intelligence in K–12 education: a systematic review.docx

AI has become increasingly integrated into instructional processes, supporting teachers in tasks such as lesson planning, assessment, feedback generation, content creation, and classroom support. Despite the rapidly increasing number of studies on AI in education, the literature on teachers’ use of GenAI is distributed across different contexts, methodologies, and theoretical perspectives.

Therefore, this systematic review aims to provide a comprehensive synthesis of research on teachers’ use of GenAI in Pre-12 and K-12 education.</p>Methods<p>Following PRISMA 2020 guidelines, studies were screened and selected based upon the predefined inclusion and exclusion criteria, resulting in 79 empirical studies included in the final analysis. The analysis examined methodological trends, AI and GenAI technologies, functional and pedagogical roles, theoretical foundations, and key research focuses related to teachers’ use of GenAI.</p>Results<p>The findings indicate a sharp increase in research output, particularly in recent years, with Asia as the most productive region.