Communities of Practice and Teacher Education in the Era of Artificial Intelligence: a Review

Abstract

The integration of artificial intelligence (AI) in education intensifies the need to transform teacher training, aligning with Education 4.0 principles that emphasize flexible and personalized learning environments supported by emerging technologies. This article presents a scoping review of 62 Scopus-indexed studies examining the use of Communities of Practice (CoP) in teacher education. Using a mixed-methods approach and the PRISMA protocol, the findings were organized into seven dimensions: Interaction, Learning, Teaching, Psycho-emotional, Technology, Research, and Evaluation. Results indicate that CoPs effectively foster professional collaboration (30.46% of positive aspects) and teacher learning (24.87%), encouraging knowledge sharing, pedagogical reflection, and identity formation. Technological tools such as virtual platforms and social networks enhance accessibility and continuous development. However, challenges persist. The primary limitation is low sustained participation (36.67% of negative aspects), often due to time constraints, lack of institutional support, unequal engagement, and resistance to change. Technological barriers (16.11%) include poor connectivity and limited digital competence, while psycho-emotional tensions—such as hierarchical dynamics and lack of motivation—also hinder effectiveness. Within the framework of Education 4.0 and the rise of AI, CoPs are positioned as crucial spaces for promoting digital literacy and collaboratively integrating new technologies. To maximize their potential, it is essential to reinforce research components, employ inclusive methodologies, and ensure that technological tools respond to teachers’ real needs. This review offers actionable insights for educational institutions and policymakers aiming to implement CoPs effectively in teacher training programs, especially in the face of ongoing digital transformation.