Teachers’ generative AI-facilitated informal learning: A scope review
Xianhan Huang, Shiyu Zhang
Abstract
Generative AI-facilitated informal learning (GenAIIL) refers to teachers’ self-initiated informal learning activities supported by GenAI tools. As an emerging form of professional learning, GenAIIL holds strong potential to enhance teachers’ instructional effectiveness and professional development. This scoping review investigates how GenAI contributes to teachers’ informal learning, the associated impacts, and the challenges teachers encounter. Following PRISMA guidelines, 35 studies were selected from an initial pool of 1,246 records. The findings identify five core functions of GenAI in teacher learning: (1) facilitating knowledge expansion and management, (2) providing personalised professional development experiences, (3) enhancing language proficiency in teaching and professional communication, (4) stimulating creative and critical thinking, and (5) deepening teachers’ understanding of student learning. GenAIIL can enhance teachers’ professional growth, instructional performance, and work efficiency. However, challenges remain, including technological limitations, gaps in teacher GenAI competency, insufficient training, institutional and policy barriers, ethical considerations, and issues related to human-AI interaction.