Transforming Teacher Competencies in the Era of Generative Artificial Intelligence: Mapping the Research Landscape and Future Research Agenda

The rapid development of Generative Artificial Intelligence (GenAI) has reshaped educational practices and created new demands for teachers' professional competencies. This study aims to map the global research landscape on teacher competency transformation in the GenAI era through a bibliometric analysis of Scopus-indexed publications. A total of 383 open-access journal articles published between 2023 and 2026 were analysed using performance analysis and science mapping with VOSviewer version 1.6.21. The findings reveal a substantial increase in scientific publications, with approximately 89.3% published in 2025–2026. China emerged as the leading contributor, while Indonesia ranked fifth. The research landscape is primarily structured around artificial intelligence, AI literacy, professional development, teacher training, digital competence, and AI in education. Thematic evolution indicates a shift from foundational discussions of AI literacy and professional development toward empirical investigations of technology acceptance, behavioral intention, decision-making, and academic integrity. The findings highlight the need for comprehensive teacher competency frameworks, effective continuous professional development, and stronger institutional governance to support responsible AI integration. This study contributes to understanding the intellectual development and emerging priorities of research on teacher competencies in AI-enhanced educational environments.