Artificial intelligence in initial teacher training: a review from a gender perspective

Abstract

This chapter represents a literature review conducted in two systematic search phases on the topic of artificial intelligence and initial teacher training, with a total of seven selected studies. The process consisted of two phases: Spanish-language publications available in open access were identified in the Scopus and EBSCOHost Ebooks databases, corresponding to the period 2021-2025. A corpus of seven texts was selected for analysis. The examination of this corpus allowed us to identify three main categories: (1) an optimistic view of the integration of AI in enhancing learning, highlighting its role in personalizing and empowering future teachers; (2) critical and academic challenges facing AI, related to overdependence, academic integrity, and a lack of reflection on biases; and (3) proposals regarding educational policies, digital literacy, and assessment frameworks. Throughout the chapter, the need for a broader perspective that not only considers the pedagogical potential of AI but also addresses its ethical, political, and gender dimensions is emphasized. Thus, the review concludes that it is urgent to advance research that problematizes the non-neutral nature of AI and its reproduction of colonial and patriarchal values, to ensure a fair, critical, and equitable integration into initial teacher training, a field dominated by women and that will directly impact the education of future generations.