The impact of generative artificial intelligence use on pre-service teachers’ learner autonomy: A systematic literature review
DOI:
https://doi.org/10.17977/um031v13i32026p187%20Keywords:
systematic literature review, self-regulated learning, generative artificial intelligence, learner autonomy, pre-service teachersAbstract
The rapid adoption of generative artificial intelligence (GenAI) in higher education raises questions about its influence on pre-service teachers’ learner autonomy. This study aimed to systematically identify, appraise, and synthesise the reported effects and associations between GenAI use and the self-directed and self-regulated learning of pre-service teachers. A systematic literature review was conducted following PRISMA 2020 using the Scopus database (2023–2026). Eligible studies were peer-reviewed, English-language empirical publications involving pre-service teachers or teacher education students that examined GenAI use in relation to learner autonomy, self-directed learning, or self-regulated learning. Of 86 records screened, 22 studies met the inclusion criteria and were analysed through thematic synthesis, vote-counting, and an appraisal of evidence strength. Five themes emerged: enhancement of self-directed learning, self-regulated learning support through adaptive feedback, learning motivation and autonomy, critical thinking and creativity, and the risk of over-reliance. Vote-counting showed that 16 studies (72.7%) reported predominantly favourable findings, four (18.2%) reported mixed findings, and two (9.1%) reported predominantly risk-oriented findings; these proportions describe the direction of reported findings rather than an effect size, and only two studies used controlled experimental designs. The reported effects and associations between GenAI use and learner autonomy appear conditional: the educational value of GenAI is more strongly associated with the quality of pedagogical integration than with technology availability alone. Teacher education curricula therefore need structured AI literacy training that positions GenAI as a fading scaffold rather than a substitute for learners’ own regulation.
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