EXPLORING LECTURER CORE COMPETENCIES IN ARTIFICIAL INTELLIGENCE: A SYSTEMATIC LITERATURE REVIEW (2023-2025)
DOI:
https://doi.org/10.35631/IJMOE.829051Keywords:
Artificial Intelligence, Ethical Readiness, Higher Education, Lecturer Competency, PRISMA, Teaching StrategiesAbstract
This study systematically reviews recent literature on lecturer competencies in integrating Artificial Intelligence (AI) within higher education contexts. The review responds to the increasing demand for effective, ethical and pedagogically AI enhanced teaching practices. Using the Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) approach, 455 records published between 2023 and 2025 were identified through database Scopus and ERIC. After screening and eligibility assessment, 29 articles met the predefined inclusion criteria and were included in the qualitative synthesis. The review identified three key themes: (1) lecturers’ core AI competencies including AI literacy, technological proficiency, pedagogical integration, ethical awareness and continuous professional development; (2) challenges and institutional needs such as limited training opportunities, ethical concerns related to privacy and bias and resource constraints; and (3) AI-based teaching and learning strategies, including project-based learning, gamification, AI-supported assessment and generative AI-assisted tutoring. The findings indicate that while lecturers demonstrate increasing levels of AI literacy, significant gaps remain in ethical readiness, pedagogical application and institutional support. This review provides a theoretically grounded synthesis of current trends and challenges in lecturer AI competency development, offering evidence-based insights for policymakers and higher education institutions to strengthen professional training frameworks and support sustainable AI adoption in teaching and learning.
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