The Use of Artificial Intelligence in Primary School English Teachers’ Teaching and Learning: A Systematic Literature Review

Abstract

In line with the rapid advancement of artificial intelligence (AI) in education, AI integration in the teaching and learning practices of primary school English teachers has gained increasing attention due to its potential to enhance teaching effectiveness and support personalised learning. However, the factors supporting and challenges constraining AI integration in this context have yet to be systematically synthesised. Therefore, this systematic literature review synthesised the factors supporting and challenges hindering AI integration in the teaching and learning practices of primary school English teachers, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Literature searches were conducted across three databases: Scopus, Web of Science (WoS), and the Education Resources Information Center (ERIC). A total of 20 articles published between 2022 and 2026 were selected based on predetermined inclusion and exclusion criteria and analysed using thematic analysis. The findings identified five key supporting factors: teacher competence, teacher attitudes and acceptance, pedagogical benefits of AI, enhanced teacher productivity, and organisational support. Six major challenges were also identified: insufficient teacher competence, teacher-related psychological factors, AI-related ethical issues, technological and infrastructural constraints, organisational constraints, and pedagogical challenges. Overall, successful AI integration depends not only on technological advancement but also on the interplay of individual, pedagogical, organisational, and educational environmental factors. These findings provide useful insights for teachers, administrators, policymakers and researchers to support effective, ethical and systematic AI integration in education.