{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,2]],"date-time":"2026-08-02T07:39:12Z","timestamp":1785656352063,"version":"3.56.0"},"reference-count":76,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2026,1,12]],"date-time":"2026-01-12T00:00:00Z","timestamp":1768176000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>Artificial intelligence (AI) is reshaping how learning environments are designed and experienced, offering new possibilities for personalization, creativity, and immersive engagement. This systematic review synthesizes 43 empirical studies (Scopus, Web of Science) to examine the training needs and practices of primary and secondary education teachers for effective AI integration and overall professional development (PD). Following PRISMA guidelines, the review gathers teachers\u2019 needs and practices related to AI integration, identifying key themes including training practices, teachers\u2019 perceptions and attitudes, ongoing PD programs, multi-level support, AI literacy, and ethical and responsible use. The findings show that technical training alone is not sufficient, and that successful integration of AI requires a combination of pedagogical knowledge, positive attitudes, organizational support, and continuous training. Based on empirical data, a four-level, process-oriented PD framework is proposed, which bridges research with educational practice and offers practical guidance for the design of AI training interventions. Limitations and future research are discussed.<\/jats:p>","DOI":"10.3390\/computers15010049","type":"journal-article","created":{"date-parts":[[2026,1,12]],"date-time":"2026-01-12T12:44:44Z","timestamp":1768221884000},"page":"49","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Artificial Intelligence in K-12 Education: A Systematic Review of Teachers\u2019 Professional Development Needs for AI Integration"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0009-0001-2543-6703","authenticated-orcid":false,"given":"Spyridon","family":"Aravantinos","sequence":"first","affiliation":[{"name":"Department of Educational Sciences and Early Childhood Education, University of Patras Greece, 26504 Patras, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2225-1137","authenticated-orcid":false,"given":"Konstantinos","family":"Lavidas","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences and Early Childhood Education, University of Patras Greece, 26504 Patras, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6909-2765","authenticated-orcid":false,"given":"Vassilis","family":"Komis","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences and Early Childhood Education, University of Patras Greece, 26504 Patras, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8564-8812","authenticated-orcid":false,"given":"Thanassis","family":"Karalis","sequence":"additional","affiliation":[{"name":"Department of Educational Sciences and Early Childhood Education, University of Patras Greece, 26504 Patras, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3184-1147","authenticated-orcid":false,"given":"Stamatios","family":"Papadakis","sequence":"additional","affiliation":[{"name":"Department of Preschool Education, University of Crete, 74100 Rethymno, Greece"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,1,12]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Aravantinos, S., Lavidas, K., Voulgari, I., Papadakis, S., Karalis, T., and Komis, V. 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