Artificial Intelligence and Inclusive Education: A Professional Development Model for Chemistry Teachers in Secondary Education

Background/purpose. This article presents partial results of a document review that constitutes a key input for the doctoral thesis in Didactics of Science entitled “Model of teacher professional development for the inclusive teaching of chemistry in the academic middle school, mediated by artificial intelligence”, developed at the University of Córdoba, Colombia. The study addresses the question: How is artificial intelligence (AI) being integrated into pedagogical practices to favour inclusive teaching of chemistry in secondary education, and what theoretical approaches and strategies reported in recent literature support the development of a teacher professional development (TPD) model?

Materials/methods. A total of 38 scientific publications from the years 2022 to 2025 were analysed using the PRISMA methodology to identify theoretical and practical contributions at the intersection of AI, inclusive education, chemistry teaching, and teacher training.

Results. The analysis revealed a notable fragmentation in the literature addressing TPD, AI, inclusive education, and chemistry teaching. Although there is increasing interest in AI applications in education, there remains a lack of training programs that integrate disciplinary didactics, educational inclusion, and AI mediation.

Conclusion. The findings justify the need for a comprehensive and contextually grounded TPD model. Four thematic categories were identified to support its construction: specific competences in chemistry didactics, ethical and pedagogical training in AI, principles of inclusion, accessibility, and educational equity, and tools for data analysis and content generation with AI.

Keywords: Teacher professional development, artificial intelligence, inclusive education, chemistry teaching.

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