AI-Based Interactive Content Development through Activity-Based Training Design for Kindergarten Teachers: A Systematic Literature Review
Article Sidebar
Artificial Intelligence,
Early Childhood Education,
Interactive Learning Content,
Teacher Professional Development
Main Article Content
Fajar Arianto
Bachtiar Sjaiful Bachri
Nur Ainiyah
Anugrah Dwicahyandi Oktavian
Yuda Sakti Susena
Rico Eko Andrianto
Abstract
Background: Artificial intelligence (AI) can expand teachers’ capacity to develop visual, multimodal, adaptive, and interactive learning content, but tool mastery alone does not ensure pedagogical competence. Recent reviews also indicate that teacher professional development (TPD) for AI remains less developed than research on AI applications for learners. In early childhood education (ECE), AI-supported content development must additionally address child development, safety, simplicity, and the balance between digital interaction and direct pedagogical interaction.
Aims: This study synthesizes evidence on teacher competence, professional development design, training activities, and ECE-relevant considerations to formulate an AI-based Activity-Based Training Design (ABTD-AI) framework.
Methods: Following PRISMA 2020, we searched five databases for literature published mainly from 2016 to 2026. Of 180 records, 20 duplicates were removed; 160 were screened, 60 full texts assessed, and 40 studies included in a thematic synthesis guided by four research questions and predefined criteria.
Results: The findings show that AI-based content development requires integrated technological, pedagogical, subject-specific, AI-literacy, evaluation, and child-appropriate design competencies. Effective TPD combines contextualized practice, collaboration, feedback, reflection, and ongoing mentoring, while activity-based training should produce observable outputs that transfer to classroom practice. These principles inform the seven-stage ABTD-AI framework, linking AI co-creation and verification with practical training, product development, feedback, and mentoring.
Conclusion: ABTD-AI is presented as an evidence-informed conceptual framework for designing and mentoring kindergarten teachers in AI-based interactive content development. Its effectiveness has not yet been established empirically and requires subsequent implementation research.
Downloads
Article Details
Copyright (c) 2026 Fajar Arianto, Bachtiar Sjaiful Bachri, Nur Ainiyah, Anugrah Dwicahyandi Oktavian, Yuda Sakti Susena, Rico Eko Andrianto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Alfiandra, A., Yusuf, S., & Barlian, I. (2022). Improving Students’ Critical Thinking Skills Through Case-Based Learning Oriented Textbook. Jurnal Penelitian Dan Pengembangan Pendidikan, 6(3), 440–449. https://doi.org/10.23887/jppp.v6i3.56179
Amemasor, S. K., Oppong, S. O., Ghansah, B., Benuwa, B.-B., & Essel, D. D. (2025). A Systematic Review on the Impact of Teacher Professional Development on Digital Instructional Integration and Teaching Practices. Frontiers in Education, 10, 1541031. https://doi.org/10.3389/feduc.2025.1541031
Ansyari, M. F., Groot, W. N. J., & Witte, K. De. (2020). Tracking the Process of Data Use Professional Development Interventions for Instructional Improvement: A Systematic Literature Review. Educational Research Review, 31, 100362. https://doi.org/10.1016/j.edurev.2020.100362
Aravantinos, S., Lavidas, K., Komis, V., Karalis, T., & Papadakis, S. (2026). Artificial Intelligence in K-12 Education: A Systematic Review of Teachers’ Professional Development Needs for AI Integration. Computers, 15(1), 49. https://doi.org/10.3390/computers15010049
Chiu, T. K. F., Ahmad, Z., & Çoban, M. (2025). Development and Validation of Teacher Artificial Intelligence (AI) Competence Self-Efficacy (TAICS) Scale. Education and Information Technologies, 30(5), 6667–6685. https://doi.org/10.1007/s10639-024-13094-z
Claro, M., Castro-Grau, C., Ochoa, J. M., Hinostroza, J. E., & Cabello, P. (2024). Systematic Review of Quantitative Research on Digital Competences of in-Service School Teachers. Computers & Education, 215, 105030. https://doi.org/10.1016/j.compedu.2024.105030
Crompton, H., & Burke, D. (2023). Artificial Intelligence in Higher Education: The State of the Field. International Journal of Educational Technology in Higher Education, 20, 22. https://doi.org/10.1186/s41239-023-00392-8
Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2024). Does ChatGPT Enhance Student Learning? A Systematic Review and Meta-Analysis of Experimental Studies. Computers & Education, 215, 105224. https://doi.org/10.1016/j.compedu.2024.105224
Ding, A.-C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing Teacher AI Literacy and Integration Through Different Types of Cases in Teacher Professional Development. Computers and Education Open, 6, 100178. https://doi.org/10.1016/j.caeo.2024.100178
Dogan, S., Nalbantoglu, U. Y., Celik, I., & Agacli Dogan, N. (2025). Artificial Intelligence Professional Development: A Systematic Review of TPACK, Designs, and Effects for Teacher Learning. Professional Development in Education, 51(3), 519–546. https://doi.org/10.1080/19415257.2025.2454457
Du, H., Sun, Y., Jiang, H., Islam, A. Y. M. A., & Gu, X. (2024). Exploring the Effects of AI Literacy in Teacher Learning: An Empirical Study. Humanities and Social Sciences Communications, 11, 559. https://doi.org/10.1057/s41599-024-03101-6
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital Competences for Teacher Professional Development: Systematic Review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389
Fradão, S. (2025). Innovation in Digital Language Teaching: Emerging Lessons from Two Interpretative Studies in Portugal. Journal of Education and Learning, 15(3), 1. https://doi.org/10.5539/jel.v15n3p1
Galindo-Domínguez, H., Delgado, N., Campo, L., & Losada, D. (2024). Relationship Between Teachers’ Digital Competence and Attitudes Towards Artificial Intelligence in Education. International Journal of Educational Research, 126, 102381. https://doi.org/10.1016/j.ijer.2024.102381
Garrett, M. (2024). Evaluation of Teacher Professional Learning Workshops on the Use of Technology—A Systematic Review. Professional Development in Education, 50(1), 221–237. https://doi.org/10.1080/19415257.2021.2011773
Hanjun, S., Jing, C., Mokmin, N. A. M., & Qi, S. (2023). Impact of An AR-Based Learning Approach on the Learning Achievement, Motivation, and Cognitive Load of Students On A Design Course. Springer Nature Link, 11(2). https://doi.org/https://doi.org/10.1007/s40692-023-00270-2
Hava, K., & Babayiğit, Ö. (2025). Exploring the Relationship Between Teachers’ Competencies in AI-TPACK and Digital Proficiency. Education and Information Technologies, 30(3), 3491–3508. https://doi.org/10.1007/s10639-024-12939-x
Heine, S., Krepf, M., & König, J. (2023). Digital Resources As An Aspect of Teacher Professional Digital Competence: One Term, Different Definitions A Systematic Review. Education and Information Technologies, 28, 3711–3738. https://doi.org/10.1007/s10639-022-11321-z
Hrastinski, S. (2021). Digital Tools to Support Teacher Professional Development in Lesson Studies: A Systematic Literature Review. International Journal for Lesson and Learning Studies, 10(2), 138–149. https://doi.org/10.1108/IJLLS-09-2020-0062
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., & Fischer, F. (2023). ChatGPT for Good? on Opportunities and Challenges of Large Language Models for Education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kokoç, M., Ağırman, Ş., & Yağmurlugil, B. N. (2026). Mapping in-Service Teacher AI Literacy: A Systematic Review of Empirical Studies. Teaching and Teacher Education, 181, 105707. https://doi.org/10.1016/j.tate.2026.105707
Li Wang, P., K., & Chen, G. (2025). How Can AI Be Integrated into Teacher Professional Development Programs? A Systematic Review Based on An Adapted Technology-Based Learning Model. Teaching and Teacher Education, 168, 105219. https://doi.org/10.1016/j.tate.2025.105219
Li, K., Wang, P., & Chen, G. (2025). How Can AI Be Integrated into Teacher Professional Development Programs? A Systematic Review Based on An Adapted Technology-Based Learning Model. Teaching and Teacher Education, 168, 105219. https://doi.org/10.1016/j.tate.2025.105219
Lucas, M., Zhang, Y., Bem-haja, P., & Vicente, P. N. (2024). The Interplay Between Teachers’ Trust in Artificial Intelligence and Digital Competence. Education and Information Technologies, 29(17), 22991–23010. https://doi.org/10.1007/s10639-024-12772-2
Mai, D. T. T., Da, C. V, & Hanh, N. V. (2024). The Use of Chatgpt in Teaching and Learning: A Systematic Review through SWOT Analysis Approach. Frontiers in Education, 9, 1328769. https://doi.org/10.3389/feduc.2024.1328769
Nguyen, D., Pietsch, M., & Gümüş, S. (2021). Collective Teacher Innovativeness in 48 Countries: Effects of Teacher Autonomy, Collaborative Culture, and Professional Learning. Teaching and Teacher Education, 106, 103463. https://doi.org/10.1016/j.tate.2021.103463
Nuryani, S., Nuryani, S., Saripah, E., Widayani, H., Kurniasih, N., & Janah, R. N. (2025). Pemanfaatan Canva dan AI sebagai Media Pembelajaran Digital untuk Guru PAUD: Studi Pengabdian Masyarakat di Kota Tasikmalaya. Jurnal Masyarakat Madani Indonesia, 4(3), 436. https://doi.org/10.59025/q3pqtq26
Ouyang, F., & Jiao, P. (2021). Artificial Intelligence in Education: the Three Paradigms. Computers and Education: Artificial Intelligence, 2, 100020. https://doi.org/10.1016/j.caeai.2021.100020
Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., & Mulrow, C. D. (2021). PRISMA 2020 Explanation and Elaboration: Updated Guidance and Exemplars For Reporting Systematic Reviews. BMJ, 372, n160. https://doi.org/10.1136/bmj.n160
Revuelta-Domínguez, F.-I., Guerra-Antequera, J., González-Pérez, A., Pedrera-Rodríguez, M.-I., & González-Fernández, A. (2022). Digital Teaching Competence: A Systematic Review. Sustainability, 14(11), 6428. https://doi.org/10.3390/su14116428
Rodwell, J. (2017). Activity-Based Training Design: Transforming the Learning of Knowledge. Routledge.
Roll, I., & Wylie, R. (2016). Evolution and Revolution in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26(2), 582–599. https://doi.org/10.1007/s40593-016-0110-3
Saltos-Rivas, R., Novoa-Hernández, P., & Serrano Rodríguez, R. (2023). Understanding University Teachers’ Digital Competencies: A Systematic Mapping Study. Education and Information Technologies, 28(12), 16771–16822. https://doi.org/10.1007/s10639-023-11669-w
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Smestad, B., Hatlevik, O. E., Johannesen, M., & Øgrim, L. (2023). Examining Dimensions of Teachers’ Digital Competence: A Systematic Review Pre- and During COVID-19. Heliyon, 9(6), e16677. https://doi.org/10.1016/j.heliyon.2023.e16677
Tagare, D., Karki, T., & Yu, W. (2025). K-12 Teachers’ Ethical Competencies for AI Literacy: Insights from A Systematic Literature Review. Computers & Education, 239, 105435. https://doi.org/10.1016/j.compedu.2025.105435
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial Intelligence in Teaching and Teacher Professional Development: A Systematic Review. Computers and Education: Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher Educators As Gatekeepers: Preparing the Next Generation of Teachers for Technology Integration in Education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). Together We Are Better: Professional Learning Networks for Teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007
Umutlu, D. (2022). TPACK leveraged: A Redesigned Online Educational Technology Course for STEM Preservice Teachers. Australasian Journal of Educational Technology, 99–116. https://doi.org/10.14742/ajet.4773
Wahyono, B. T., Widiastiwi, Y., & Ernawati, I. (2022). Pelatihan Penyiapan Bahan Pembelajaran Interaktif untuk Guru Pendidikan Anak Usia Dini. Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming, 5(3), 497. https://doi.org/10.30591/japhb.v5i3.3152
Wohlfart, O., & Wagner, I. (2023). Teachers’ Role in Digitalizing Education: An Umbrella Review. Educational Technology Research and Development, 71(2), 339–365. https://doi.org/10.1007/s11423-022-10166-0
Yang, L., García-Holgado, A., & Martínez-Abad, F. (2023). Digital Competence Of K-12 Pre-Service and in-Service Teachers in China: A Systematic Literature Review. Asia Pacific Education Review, 24, 679–693. https://doi.org/10.1007/s12564-023-09888-4
Yue, M., Jong, M. S.-Y., & Ng, D. T. K. (2024). Understanding K–12 Teachers’ Technological Pedagogical Content Knowledge Readiness and Attitudes Toward Artificial Intelligence Education. Education and Information Technologies, 29, 19505–19536. https://doi.org/10.1007/s10639-024-12621-2
Zainal, M. A., Mohd Matore, M. E. E. M., & Maat, S. M. (2026). Assessing Teachers’ AI Literacy: A Systematic Review of Measurement Tools. Interactive Learning Environments. https://doi.org/10.1080/10494820.2026.2668793
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic Review of Research on Artificial Intelligence Applications in Higher Education - Where Are the Educators?. International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Zhang, P. (2024). A Systematic Review of ChatGPT Use in K–12 Education. European Journal of Education. https://doi.org/10.1111/ejed.12599
Zhou, K., Deng, H., Chan, H. C., & Lin, C.-H. (2025). Integrating Generative AI into Language Teachers’ Professional Development: A Longitudinal Study Using the Synthesis of Qualitative Data (SQD) Model. Professional Development in Education. https://doi.org/10.1080/19415257.2025.2586643