Teacher Competence Development Management in the Era of Artificial Intelligence: A Strategic Framework for Elementary School Teachers
Kata Kunci:
teacher competency management, artificial intelligence, professional development, primary schoolAbstrak
The advancement of Artificial Intelligence (AI) has transformed the professional competency requirements for teachers while simultaneously presenting new challenges for human resource management in primary schools. It is no longer sufficient for teachers to possess merely pedagogical, professional, social, and personality competencies; they now require the ability to understand, select, evaluate, and utilize AI in ways that are pedagogically sound, critical, ethical, and learner-oriented. This article aims to analyze the need for teacher competency development in the AI era and to formulate a strategic framework for managing such development in primary schools. The study employs an integrative literature review approach, examining literature on teachers' digital competence, AI literacy, AI-TPACK, teachers' AI competence, professional development, and educational human resource management. The literature was analyzed thematically to identify shifting competency demands and corresponding development strategies. The findings indicate that teacher competency development in the AI era encompasses six domains: AI knowledge, AI-pedagogy integration, AI-assisted assessment, ethics and security, a human-centered approach, and continuous professional engagement. Based on this synthesis, the article proposes a strategic framework comprising six stages: competency needs analysis, competency mapping, development planning, practice-based professional learning, mentoring and learning communities, and monitoring, evaluation, and continuous improvement. This framework positions school principals and the school organization as managers of a competency development ecosystem, rather than mere providers of training. Consequently, the management of teacher competency development in the AI era must aim to cultivate teachers who are adaptable to technology, capable of making critical pedagogical decisions, aware of ethical risks, and committed to maintaining human relationships as the core of education.
