Shahaf Rocker Yoel, Ayelet Becher E41 table contained: context, methodology, AI tools, focus of DDDM, teachers' perceptions, barriers, enablers, and theoretical frameworks. Data Analysis and Synthesis Findings were thematically analyzed through an iterative analysis process to identify patterns, divergences, including usefulness, reliability, barriers, enablers, and ethical concerns. This structured, PRISMA-guided process enabled an integrated synthesis of evidence and is summarized in Figure 1. Figure 1. PRISMA Flow Diagram. Results The synthesis of 25 studies revealed a picture of teachers' perceptions of AI-enhanced DDDM. Findings are presented thematically, highlighting convergences and divergences in usefulness, reliability, barriers, enablers, ethical and contextual variations (see Table 1). Records identified through databases searching (n = 98) Records after duplicate removed (n = 203) Records screened - Phase 1: Title, Abstract and Keywords (n = 83) Records excluded (n = 18): Reason Higher education (n = 2) Reason No DDDM nor AI (n = 3) Reason Population - not teachers (n = 4) Reason Review article (n = 9) Studies included in review (n = 25) Identification Screening Included Additional records identified through other sources (n = 108) Records excluded (n = 120) Records screened - Phase 2: Full-Text Screening (n = 52) Maybe status (n = 13) Records excluded (n = 40): Reason Higher education (n = 2) Reason No DDDM or AI (n = 22) Reason Population - not teachers (n = 4) Reason Review / conceptual article (n = 12)
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==