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基于CiteSpace的国外教师人工智能素养研究热点、趋势与启示

Research Hotspots, Trends and Implications of International Studies on Teacher Artificial Intelligence Literacy Based on CiteSpace

王钊, 邓洲, 赵明元

Education Study / 2026,8(5): 543-549 / 2026-05-28 14 9

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• Information:

  哈尔滨体育学院，哈尔滨

• Keywords:
  Teacher artificial intelligence literacy; CiteSpace; Research hotspots; Teacher professional development; Generative artificial intelligence
  教师人工智能素养; CiteSpace; 研究热点; 教师专业发展; 生成式人工智能
• Abstract: This paper uses the Web of Science Core Collection as the data source, selecting literature on foreign teachers’ artificial intelligence literacy from 2022 to 2026. Using CiteSpace software, it conducts a visual analysis of publication trends, research hotspots, and thematic evolution in this field. The study finds that after 2024, foreign teachers’ artificial intelligence literacy has significantly gained attention. According to the available data, related research clearly increases after 2024, with the highest number of publications in 2025. Since the data for 2026 is up to April, this paper does not make any judgment on the annual trend. Further research is needed to clarify the competency structure of teachers’ artificial intelligence literacy and to explore cultivation pathways in real teaching scenarios. The entry of generative artificial intelligence into educational settings is an important background driving the development of this topic. From the perspective of keyword co-occurrence, burst detection, and clustering results, related research mainly focuses on artificial intelligence literacy, generative artificial intelligence, teacher education, professional development, technology acceptance, ethical standards, and literacy assessment. Overall, research on teachers’ AI literacy abroad has gradually evolved from early conceptual discussions to more specific issues such as teacher training, evaluation tools, and instructional applications. In future studies, it is necessary to further clarify the competency structure of teachers’ AI literacy and explore cultivation paths in conjunction with real teaching scenarios. 本文以WebofScience核心合集为数据来源，选取2022—2026年国外教师人工智能素养相关文献，借助CiteSpace软件对该领域的发文趋势，研究热点和主题演进进行了可视化分析。研究发现，2024年后国外教师人工智能素养明显升温，从已统计数据来看，相关研究在2024年后明显增多，2025年发文量最高，由于2026年数据截至4月，本文不对全年趋势进行下降判断。未来研究还需进一步明确教师人工智能素养的能力结构，并结合真实教学场景探索其培养路径。生成式人工智能进入教育场景后是推动该主题发展的重要背景。从关键词共现、突现和聚类结果来看，相关研究主要集中于人工智能素养、生成式人工智能、教师教育、专业发展、技术接受、伦理规范和素养测评等方面。总体而言，国外教师人工智能素养研究已从早期的概念探讨，逐渐延伸到教师培养、评价工具和教学应用等更具体的问题。未来研究中，还需进一步明确教师人工智能素养的能力结构，并结合真实教学场景进行探索培养路径。
• DOI: 10.35534/es.0805097 (registering DOI)
• Cite: 王钊，邓洲，赵明元．基于CiteSpace的国外教师人工智能素养研究热点、趋势与启示［J］．教育研讨，2026，8（5）：543-549．