Abstract

This bibliometric study examines the evolving research landscape on teachers’ roles in AI-enhanced education from 2020 to 2024. Using the PRISMA 2020 guidelines, we analyzed 54 relevant publications using VOSviewer and Scimago Graphica tools. The study reveals a significant publication surge, peaking at 25 in 2023, indicating growing academic interest in this field. China, the United States, and South Korea emerge as leading contributors, highlighting the global nature of this research area. Keyword analysis emphasizes the centrality of “artificial intelligence” and “teacher,” reflecting the focus on AI’s impact on educators’ roles. The prominence of “integration” and “transformation” suggests a shift in perceiving AI as a supplementary tool to a transformative force in education. Citation network analysis reveals influential works shaping the field, with recent publications garnering significant attention. The study also highlights strong international collaborations, particularly among institutions in China and the United States. Key themes identified include the integration of AI in teaching practices, transforming teachers’ roles, and AI’s potential for personalized learning. This comprehensive analysis provides valuable insights for educators, policymakers, and researchers navigating the future of AI-enhanced education, emphasizing the need for ongoing research, international collaboration, and interdisciplinary approaches to optimize the role of teachers in this rapidly evolving field.

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