Comparison and evaluation of Artificial Intelligence chatbots and their implications in teacher education curriculum

Bagherabadi, Kh.; Emam Jome,, S M.; Emadi, S R.; Osare,, A.; Shirmohammadi, , Z.

doi:10.22061/tej.2026.11746.3195

Document Type : Review Paper

Authors

¹ Department of Education, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

² Department of Computer Systems Architecture, Faculty of Computer Engineering, Shahid Rajaee Teacher Training University, Tehran, Iran

10.22061/tej.2026.11746.3195

Abstract

Background and Objectives: The emergence of AI-based chatbots such as ChatGPT, Google Bard, and Bing in the past decade has opened new horizons for education, particularly in teacher education curricula. These advanced tools, through natural language processing, simulated educational interaction, content generation, learning activity design, and immediate feedback, have the potential to fundamentally reshape the educational experience of future teachers. The present study aims to compare and evaluate the educational performance of leading AI chatbots and to investigate the implications of their applications within teacher education curricula, with an emphasis on pedagogical innovation, curriculum modernization, inclusive digital pedagogy, and alignment with 21st-century digital teaching competencies.
Methods: This study employed a descriptive–analytical approach based on a structured narrative review method. The research process was grounded in the analysis of scholarly sources published between 2018 and 2025. The sources included peer-reviewed research articles, expert reports, and case studies focusing on the application of AI chatbots in education, with particular attention to teacher education. Data were analyzed qualitatively using a comparative framework to assess the educational features, capabilities, and implications of the selected chatbots. The analysis incorporated theoretical models such as Technological Pedagogical Content Knowledge (TPACK) and the Substitution–Augmentation–Modification–Redefinition (SAMR) model to interpret the degree of technology integration and its transformative potential in teacher training programs, alongside considerations of digital ethics and equity in access.
Findings: The results indicate that AI chatbots have contributed to the transformation of content production and organization, enhanced learner engagement and immediate feedback, development of information and research literacy, improvement in language and writing skills, promotion of self-directed learning, and a paradigm shift in the teacher's role from knowledge transmitter to learning facilitator. ChatGPT 4, with its advanced capacity for specialized content creation, scenario-based instruction, and analytical feedback, fosters reflective thinking, adaptive pedagogy, and innovative lesson planning. Bard and Bing Chat, with their research, verification, and citation capabilities, support information literacy and inquiry-based learning grounded in evidence-based practice. Meanwhile, tools like Botnoi and LINE AI Chatbot are effective in informal learning, basic digital skills development, and educational messaging. Nonetheless, challenges such as overreliance on technology, diminished critical thinking, output instability, ethical concerns, data privacy issues, algorithmic transparency, and the need for digital competency remain significant barriers.
Conclusion: This study demonstrates that AI chatbots—particularly ChatGPT 4, ChatGPT 3.5, Bard, Bing Chat, Botnoi, and LINE AI Chatbot—are initiating a fundamental shift in teacher education curricula. Beyond transforming content delivery methods, these tools are redefining the roles of teachers, student-teachers, and the broader teaching-learning process. Their positive implications include facilitating instructional design, delivering real-time feedback, enhancing research and information literacy, nurturing reflective thinking, and strengthening autonomous learning. At the same time, concerns around technological dependence, critical thinking erosion, algorithmic bias, and digital literacy gaps must be addressed with care. A comparative analysis of these platforms provides valuable insights into how each AI-powered chatbot offers distinct affordances that can empower learners, foster critical and creative thinking, improve problem-solving, encourage collaborative knowledge construction, and enhance adaptability to rapidly evolving technology-enhanced learning environments.

Keywords

Main Subjects

Artificial Intelligence

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