<![CDATA[Artificial intelligence (AI) is increasingly positioned as a transformative force in basic education, yet elementary school teachers remain among the least studied groups in the AI-readiness literature, which has historically concentrated on secondary and higher-education contexts. This study presents a systematic literature review examining teachers' readiness for AI integration in elementary schools, synthesizing 25 empirical and review studies published between 2022 and 2026, identified through bibliographic screening and independent verification following PRISMA 2020 guidelines. The review addresses four interrelated readiness dimensions: knowledge and technical competency, psychological and attitudinal disposition, infrastructural and institutional support, and professional development needs. Findings show that elementary teachers consistently report lower AI familiarity, confidence, and usage rates than secondary counterparts, with readiness shaped less by demographic background than by access to contextually relevant training, leadership support, and clear ethical guidelines. Studies from Indonesia, Africa, the Middle East, and Southeast Asia reveal pronounced infrastructural disparities between urban and rural schools, while research from Europe and East Asia points to persistent psychological barriers such as AI anxiety despite stronger technological access. The review proposes an integrated readiness framework linking cognitive, affective, and institutional dimensions specific to the elementary context and identifies priorities for future research, including longitudinal designs and elementary-specific competency instruments. Findings carry direct implications for teacher-preparation programs, school leadership, and policy design supporting responsible AI adoption at the foundational level of education]]>
