This systematic literature review (SLR) aims to identify the challenges teachers face in integrating Artificial Intelligence (AI) into teaching and learning, as well as the factors contributing to these challenges. The study methodology followed the PRISMA protocol, involving article searches across three major databases: Scopus, Web of Science, and Google Scholar. A total of 4,031 articles were identified following a rigorous screening process, 19 articles published between 2021 and 2025 were selected for analysis. Quality assessment using the MMAT instrument revealed that the majority of the articles were of moderate to high quality. The findings indicate that the primary challenges faced by teachers are a lack of training and AI literacy (12 articles), followed by issues regarding academic integrity and plagiarism (9 articles), and concerns about ethics and data privacy (9 articles). Key contributing factors include the absence of continuous professional training (11 articles), the rapid evolution of AI technology (9 articles), and teachers' negative attitudes or fear regarding AI (8 articles). The study concludes that AI integration in education requires a holistic approach encompassing continuous teacher professional development, clear ethical guidelines, and robust infrastructure support to ensure that AI technology is utilized effectively and ethically within the education system.
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