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All Journal Jurnal Mahasiswa Sistem Informasi (JMSI) Instal : Jurnal Komputer Prosiding Snastikom Center of Economic Students Journal (CSEJ) Jurnal Ilmiah Kesehatan Mandala Waluya IECON: International Economics and Business Conference JUKEMAS : Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Berdampak International Journal of Teaching and Learning (INJOTEL)
Hasdiana
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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TECHNOLOGY-DRIVEN TEACHER PROFESSIONALISM: A SYSTEMATIC REVIEW OF DIGITAL SKILLS AND EDUCATOR SUSTAINABILITY Hasmah; Ulin Naini; Hasdiana
International Journal of Teaching and Learning Vol. 3 No. 9 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20149808

Abstract

This study aims to analyze technology-driven teacher professionalism by systematically reviewing digital skills and educator sustainability in the post-pandemic era. The rapid advancement of educational technology and the acceleration of digital learning have transformed teachers’ professional roles, requiring educators to possess not only pedagogical competence but also strong digital literacy, technological adaptability, and resilience in technology-enhanced learning environments. This study employs a qualitative approach using the library research method by reviewing scholarly articles, academic books, and institutional reports published between 2020 and 2025. The data were analyzed using descriptive-analytical and thematic analysis techniques to identify trends, challenges, and conceptual developments related to teacher professionalism in the digital era. The findings reveal that digital competence significantly influences teachers’ ability to implement innovative and student-centered learning. Technologies such as learning management systems, artificial intelligence, and online collaboration tools enhance instructional effectiveness and professional connectivity. However, the study also identifies major challenges, including technological inequality, workload intensification, digital fatigue, and declining educator well-being. The findings further demonstrate that sustainable teacher professionalism requires balancing technological innovation with emotional resilience, institutional support, and continuous professional development. This study contributes theoretically by integrating Digital Competence Theory, Teacher Professionalism Theory, and Educator Sustainability Theory into a comprehensive framework. In practice, the study provides recommendations for policymakers and educational institutions to strengthen digital training, technological infrastructure, and teacher well-being programs to support sustainable educational transformation in the digital age.
Co-Authors Abdul Azis Agustian Irfani Aida Gimawati Al Khowarizmi arie rafika dewi Basruddin, Murniyanti EKA RAHAYU Elsera, Marina Fahreza, Ganang Yudha Firman Hasmah Hasmah Hasmah, Hasmah Hernianti Harun I Wayan Seriyoga Parta I Wayan Sudana Isnawati Mohamad Mawaddah Rachman Muhammad Dinul Haq Niken Aprilina Noviati Pratiwi, Deshardianti Intan Royman Sembiring, Boni Oktaviana Septiana Dewi Andriana, Septiana Dewi Suleman Dangkua Syahputri, Nirwana Syukri, Fitriyani Tantri Hidayati Sinaga Ulin Naini Wulan Pratiwi