APPLYING ARTIFICIAL INTELLIGENCE TECHNOLOGIES TO ENHANCE THE INFORMATION AND COMMUNICATION COMPETENCE OF PRE-SERVICE ENGLISH TEACHERS: A BIBLIOMETRIC ANALYSIS

Abstract

The rapid advancement of artificial intelligence technologies has significantly transformed educational environments, creating new demands for the development of information and communication competence among pre-service teachers. This study aims to conduct a comprehensive bibliometric analysis of scientific publications on the application of AI technologies in enhancing the ICC of pre-service English teachers. The data were retrieved from the Scopus database using a structured search strategy, and the study selection followed the PRISMA framework. A total of 95 peer-reviewed articles published between 2017 and 2025 were included in the analysis. The study employs bibliometric methods, including publication trend analysis, citation analysis, geographical distribution analysis, and keyword co-occurrence analysis, to identify major research trends, influential contributions, and thematic structures in the field. The results indicate a rapid increase in research output since 2018, reflecting the growing importance of AI in education. The findings reveal a shift from traditional digital competence toward more advanced AI-related competencies, including generative AI, prompt engineering, and AI literacy. The geographical analysis demonstrates a concentration of research in developed countries, particularly the United States, Canada, and European nations, while developing regions remain underrepresented. The keyword analysis highlights artificial intelligence as the central concept connecting multiple research themes, including teacher education, higher education, and educational technology. Despite the expanding body of literature, the study identifies a significant research gap in the specific context of pre-service English teacher education. The findings underscore the need for integrating AI competencies into teacher education programs and developing more comprehensive theoretical frameworks that incorporate technological, pedagogical, and ethical dimensions.