Artificial Intelligence-Driven Innovation in Professional Education: A Scoping Review of Transformative Teaching and Learning Practices
DOI:
https://doi.org/10.46328/ijte.6201Keywords:
Artificial Intelligence, Professional Education, Transformative Teaching, Learning PracticesAbstract
This scoping review examines the transformative role of artificial intelligence (AI) in Professional Education by mapping contemporary applications that enhance teaching effectiveness and learning outcomes. Guided by the Arksey and O’Malley (2005) framework and PRISMA-ScR guidelines, the study systematically analyzed 58 peer-reviewed articles published between 2019 and 2025 across four major databases: Google Scholar, ERIC, Scopus, and Web of Science. Findings reveal five overarching themes that capture the breadth of AI integration in tertiary professional programs: AI-enabled personalization, intelligent assessment and analytics, AI-mediated instructional design, simulation-based experiential learning, and ethical and institutional challenges. Across these domains, AI demonstrates significant potential to strengthen learner engagement, support differentiated instruction, and optimize decision-making through data-driven insights. However, concerns surrounding algorithmic bias, data privacy, infrastructure limitations, and faculty readiness underscore the need for responsible implementation. This review provides a comprehensive synthesis to guide educators, policymakers, and institutions in leveraging AI ethically and effectively to advance 21st-century Professional Education.
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