Emerging Technologies and Active Pedagogies in Initial Teacher Education: Preliminary Findings from a Systematic Review

Abstract

Initial teacher education is under growing pressure to prepare future teachers for technology-rich classrooms and for pedagogical approaches that promote active student participation. This study presents preliminary findings from a systematic review examining how educational research addresses digital, emerging, and generative technologies in relation to the development of active pedagogies in initial teacher education. The review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Peer-reviewed articles published in English or Spanish between 2015 and June 2025 were retrieved from Scopus, Web of Science, and Dialnet using three search strings related to new technologies, generative artificial intelligence, and active pedagogies in initial teacher education. Eligible studies focused on pre-service teachers and teacher educators in European and Latin American contexts. After full screening, 66 articles were included. Preliminary findings indicate that literature pays considerable attention to technology integration in school settings, whereas fewer studies examine how initial teacher education programs prepare pre-service teachers to implement innovative pedagogies supported by emerging technologies. These findings point to a persistent misalignment between teacher education, emerging technologies, and active pedagogies, as technology is often approached as a technical resource rather than as a driver of pedagogical transformation. The study offers an updated overview of research trends and identifies a persistent gap in the preparation of future teachers for innovative classroom practice.