The rapid integration of digital technologies into education has profoundly transformed not only instructional practices but also the cognitive landscape of teaching. This integrative review revisits the concept of teacher cognition—encompassing beliefs, knowledge, and decision-making—within the context of AI-enhanced and system-driven educational environments. Drawing from educational research and systems design, the article explores how digital platforms, learning analytics, and algorithmic tools influence how teachers process information, make pedagogical decisions, and construct professional identities.

Key themes such as digital literacy, cognitive dissonance, adaptive expertise, and system usability are examined, alongside the often-overlooked impact of technological architecture on cognitive load and teacher agency. By integrating perspectives from human-computer interaction (HCI) and educational theory, this review emphasizes the need for interdisciplinary approaches in both teacher education and technological tool development. The article concludes with a call to action for the co-design of cognitively aligned technologies that empower—rather than constrain—teachers as critical decision-makers in digitally mediated classrooms.