TEACHER TRAINING IN THE AGE OF ARTIFICIAL INTELLIGENCE AND ITS IMPACTS ON CURRICULUM REDESIGN

Abstract

The expansion of digital technologies has brought about significant changes in different sectors of society, including the educational field, where artificial intelligence is assuming an increasingly relevant role in the organization of teaching and learning processes. In this context, it is observed that the presence of these technologies has driven reflections on the need to rethink teacher training and the curricular structure of educational institutions, since education professionals need to develop new skills to work in educational environments increasingly mediated by digital technologies. Given this scenario, the following research problem emerges: how has artificial intelligence impacted teacher training and contributed to curricular reconfiguration processes in the educational context? Thus, the objective of this study is to analyze, through a literature review, how the expansion of artificial intelligence has influenced teacher training and what its implications are for curricular reorganization in education. Methodologically, the research is characterized as a qualitative study, developed from a literature review with an exploratory and descriptive character. For the composition of the analysis corpus, scientific productions published between 2010 and 2025 were selected, obtained through searches in the Google Scholar and SciELO databases. At the end of the selection process, 12 works were included: 10 scientific articles published in academic journals, 1 extended abstract published in conference proceedings, and 1 reference book in the educational field. The data were analyzed using thematic analysis, which allowed the identification of the main axes of discussion present in the literature on artificial intelligence, teacher training, and curriculum reconfiguration. The research results indicate that the expansion of artificial intelligence has promoted relevant transformations in the educational field, especially regarding the need to develop digital and pedagogical skills in teacher training. The analyzed studies point out that the presence of these technologies has driven pedagogical innovation processes, expanded possibilities for personalized learning, and encouraged the reformulation of educational curricula to incorporate new skills related to critical thinking, problem-solving, and the ethical use of digital technologies. At the same time, the literature highlights challenges related to teacher training, pedagogical mediation, and the ethical implications of using intelligent systems in education. It concludes that artificial intelligence has contributed to driving curricular reconfiguration processes and broadening the debate on teacher training in the face of contemporary technological transformations. In this sense, the study reinforces the importance of strengthening initial and continuing training programs that prepare teachers to use digital technologies in a critical, pedagogically, and socially responsible way, contributing to the construction of more innovative educational practices aligned with current educational demands.