AI-MEDIATED REFLECTIVE PRACTICE AMONG IN-SERVICE EDUCATORS: A SYSTEMATIC REVIEW THROUGH A SOCIOCULTURAL THEORY LENS
DOI:
https://doi.org/10.35631/IJMOE.832007Keywords:
Artificial Intelligence, Reflective Practice, In-Service Educators, Sociocultural Theory, Professional Development, Teacher EducationAbstract
The integration of Artificial Intelligence (AI) in education is reshaping educators’ reflective practice and professional learning. AI research has largely focused on instructional and productivity applications, leaving its role in mediating reflection among in-service educators underexplored. This Systematic Literature Review synthesised evidence from 31 studies identified through a PRISMA-guided search of Scopus, Web of Science, and Google Scholar. Drawing on Sociocultural Theory and Schön’s reflective practitioner framework, a hybrid thematic analysis revealed two meta-themes: individual competencies and dispositions, and professional competencies. Six sub-themes emerged: depth of reflection and emotional awareness, socio-ethical considerations, cognitive and metacognitive functioning, reconstruction of educator identity, continuous professional development, and enhanced AI literacy. Findings indicate that AI functions as a mediational artefact that supports reflective inquiry, meaning-making, and professional growth. Rather than replacing professional judgement, AI enables educators to critically evaluate practice, navigate contextual complexities, and engage in continuous professional development within AI-enhanced educational environments.
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