Preparation of Preschool Teachers for Real-World Educational Challenges: A Systematic Review

The preparation of preschool teachers has become increasingly complex as early childhood educators are required to respond to diverse learners, inclusive education demands, rapid technological advancement, and heightened professional expectations in real-world classroom contexts. Despite these challenges, concerns remain regarding the extent to which existing teacher education and professional development programs adequately prepare preschool teachers for contemporary practice. This article presents a Systematic Literature Review (SLR) that synthesizes empirical research on how preschool teachers are prepared to face real-world educational challenges. Following the PRISMA framework, twelve studies published between 2020 and 2025 were systematically identified from Scopus, Web of Science, ERIC, and Google Scholar. Data were extracted and thematically analysed to identify key patterns, strengths, and gaps in the literature. The findings reveal four interrelated themes: (1) practice-based pedagogical preparation, (2) technological integration and digital pedagogy readiness, (3) cross-cultural and inclusive perspectives, and (4) professional development and systemic challenges. Across studies, preparation models that emphasize coached practice, mentored practicum, and sustained professional learning communities demonstrate stronger transfer to classroom practice than theory-driven or one-off training approaches. However, persistent gaps remain, particularly in preparing teachers for ethical and age-appropriate technology use, supporting culturally and linguistically diverse learners in low-resource contexts, and ensuring sustainable professional development structures. This review highlights the need for a shift toward practice-centred, context-responsive, and ethically grounded teacher preparation frameworks, and offers implications for policymakers, teacher education institutions, and early childhood practitioners seeking to strengthen preschool teacher readiness for real-world educational demands.

Preschool teacher preparation; Early childhood education; Practice-based learning; Digital pedagogy; Professional development

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