ChatGPT as a Digital Tool in the Transformation of Digital Teaching Competence: A Systematic Review
José Fernández Cerero, Marta Montenegro Rueda, Pedro Román Graván, José María Fernández‐Batanero
Abstract
In recent years, the use of tools based on artificial intelligence, such as ChatGPT, has begun to play a relevant role in education, particularly in the development of teachers’ digital competence. However, its impact and the implications of its integration in the educational environment still need to be rigorously analysed. This study aims to examine the role of ChatGPT as a digital tool in the transformation and strengthening of teachers’ digital competence, identifying its advantages and limitations in pedagogical practices. To this end, a systematic literature review was carried out in four academic databases: Web of Science, Scopus, ERIC and Google Scholar. Eighteen relevant articles addressing the relationship between the use of ChatGPT and professional teacher development were selected. Among the main findings, it was identified that this technology can contribute to the continuous updating of teachers, facilitate the understanding of complex content, optimise teaching planning, and reduce the burden of repetitive tasks. However, challenges related to technology dependency, the need for specific training, and the ethics of its educational application were also noted. The results of this study suggest that the use of ChatGPT in education should be approached from a critical and informed perspective, considering both its benefits and limitations. Empirical studies are recommended to evaluate its real impact in different educational contexts and the implementation of teacher training strategies that favour its responsible and effective use in the classroom.