AI Integration Strategies for Teacher Professional Competence Development
Strategi Integrasi AI untuk Pengembangan Kompetensi Profesional Guru
DOI:
https://doi.org/10.21070/pedagogia.v15i2.2212Keywords:
Artificial Intelligence, Teacher Professional Competence, AI Literacy, Professional Development, Systematic Literature ReviewAbstract
General Background: The rapid development of artificial intelligence (AI) has introduced significant transformations in education, particularly in supporting teacher professional competence. Specific Background: AI is increasingly utilized in lesson planning, assessment, feedback, and administrative tasks, yet its integration into teacher professional development remains complex and context-dependent. Knowledge Gap: Existing studies predominantly focus on student outcomes or teacher perceptions, with limited synthesis addressing strategies, challenges, and systemic factors influencing AI integration for teacher competence. Aims: This study aims to synthesize forms of AI utilization, integration strategies, and implementation challenges in strengthening teacher professional competence through a Systematic Literature Review approach. Results: Findings indicate that practice-based professional development is the most consistent strategy, while AI literacy, self-efficacy, and policy support act as key mediating factors; major challenges include literacy gaps, ethical concerns, inadequate infrastructure, and limited policy alignment. Novelty: The study proposes a synthesis framework positioning AI as an object whose effectiveness depends on pedagogical, psychological, and structural policy factors rather than as a standalone technological solution. Implications: The results highlight that strengthening teacher professional competence requires a systematic process integrating teacher readiness, contextual training, and institutional policy support, emphasizing that AI adoption must be aligned with broader educational systems.
Highlights
• AI utilization centers on planning, assessment, feedback, and administrative support
• Practice-based training demonstrates consistent outcomes in competency development
• Integration depends on literacy, self-efficacy, infrastructure, and policy alignment
Keywords
Artificial Intelligence; Teacher Professional Competence; AI Literacy; Professional Development; Systematic Literature Review
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