As artificial intelligence increasingly reshapes teaching, assessment, and pedagogical support, there is growing urgency to understand how teacher education is preparing educators to learn, design, and act within more adaptive, data-driven, and technologically mediated environments. In this context, this scoping review examines the motivational architecture of gamification and game-based learning in teacher education in the age of AI. Drawing on 122 studies indexed in Scopus between 2012 and 202