Preparing Learners and Teachers for an AI-Driven Future: Emerging Trends, Pedagogical Challenges, and Critical Perspectives in Pre-University AI Education: A Systematic Literature Review

Abstract

The integration of artificial intelligence (AI) into pre-university education has emerged as a priority area for educational research and development, prompting renewed attention to teacher preparation, curriculum design, and digital literacy. Motivated by Sustainable Development Goal 4 (SDG 4) and the principles of Education for Sustainable Development (ESD), this study presents a systematic literature review (SLR) examining research trends in AI education within pre-university educational settings. Following PRISMA guidelines, the review analysed 42 studies published spanning the period from 2009 to May 2026, although most were published from 2019 onwards. The findings identify four major thematic areas: teacher education, curriculum development and pedagogical foundations, AI literacy and ethical competencies, and the educational implications of generative AI. The evidence indicates that effective AI integration depends on teacher preparedness, structured curricular frameworks, and critical and ethical approaches that promote responsible digital citizenship and inclusive educational practices. The review also highlights the need to strengthen institutional policies, regulatory frameworks, and professional development. Research gaps include the scarcity of longitudinal studies, limited classroom-based empirical evidence, and the lack of standardised instruments for assessing AI literacy. Overall, the findings may inform inclusive, interdisciplinary, and pedagogically grounded educational models that enable the critical and responsible integration of AI, aligned with the development of equitable, resilient, and sustainable educational systems.