Human–AI collaboration to enhance reflective teaching practice: A rapid review

Abstract

Artificial intelligence is rapidly reshaping teacher education, raising new questions about how reflective and reflexive practice can support teachers’ professional identity, and pedagogical decision‑making in AI‑mediated environments. This study conducts a rapid review following PRISMA 2020 guidelines, analysing 54 publications from Web of Science and Scopus through thematic analysis to examine how research addresses AI‑mediated teachers’ reflective practice. The results show that although AI use as a significant impact on teacher competence, pedagogical innovation and explicit engagement with reflective practice are still scarce, highlighting the need for structured, human‑centred reflective frameworks in future research.