TEACHER LITERACY NEEDED IN AN AI ERA FOR FUTURE ELEMENTARY SCHOOL TEACHERS IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW

Abstract

The integration of Artificial Intelligence (AI) into education is reshaping the competencies required of elementary school teachers, particularly in Indonesia. This study employs a systematic literature review (SLR) to identify the core and emerging competencies essential for future elementary educators in an AI-driven era. Guided by the PRISMA framework, the review analyzed 63 relevant studies from 2020 to 2025 across multiple countries, with a significant focus on Indonesian contexts. Key competencies identified include pedagogical, personality, social, and professional dimensions, as well as specialized skills such as digital literacy, technological-pedagogical content knowledge (TPACK), metacognitive understanding, and adaptability to educational change. The findings emphasize the increasing importance of innovation, inclusion, and AI ethics awareness in teacher preparation programs. In term of pedagogical approach, in the AI era, Indonesian elementary school teachers must adopt student-centered, technology-integrated pedagogies—such as personalized, collaborative, and blended learning—while leveraging AI for data-driven instruction, fostering digital ethics, and engaging in continuous professional development to meet diverse student needs and prepare them for a complex, evolving world. This research contributes to educational policy and curriculum development, offering evidence-based insights for reforming teacher education and professional development to align with technological advancements and the demands of the Society 5.0 era.