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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Proceeding International Conference on Education
Ika Rahmawati
State University of Surabaya
Religion Education Social Sciences Other

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Preparing Future-Ready Teachers through Artificial Intelligence Literacy and Sustainability Competencies: A Systematic Literature Review Annas Solihin; Suryanti; Neni Mariana; Wiryanto; Ganes Gunansyah; Ika Rahmawati; Diana Rahmasari
Proceeding International Conference on Education Volume 04, Agustus Tahun 2026: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

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The rapid integration of artificial intelligence (AI) into education, alongside global demands for sustainable development, has created an urgent need for teacher education programs to cultivate both AI literacy and sustainability competencies among future teachers. This study aims to systematically review and synthesize existing literature on the integration of AI literacy and sustainability competencies in teacher education. A systematic literature review guided by the PRISMA 2020 Statement was conducted across Scopus, Web of Science, ERIC, ScienceDirect, SpringerLink, Taylor and Francis, and Wiley Online Library, using a structured search string combining terms related to AI literacy, teacher education, and sustainability competencies. Twenty peer-reviewed studies published between 2018 and 2026 met the inclusion criteria and were analyzed through descriptive, thematic, and narrative synthesis. The results indicate a marked increase in AI literacy research following the widespread adoption of generative AI, a comparatively slower growth pattern in sustainability competency research, and very limited integration between the two domains within existing teacher education literature. The review proposes a conceptual framework in which AI literacy strengthens digital pedagogical competence, which in turn supports the development of sustainability competencies necessary for future-ready teachers. These findings offer theoretical grounding for bridging the UNESCO AI Competency Framework for Teachers with the GreenComp Framework and provide practical direction for curriculum design in teacher education institutions.
Integrating TPACK and Ethnomathematics to Enhance Deep Learning in Prospective Elementary School Teachers’ Numeracy Literacy Wiryanto Wiryanto; Ika Rahmawati; Ramadhan Kurnia Habibie; Prayogo Prayogo; Zaenal Abidin; Arizkylia Yoka Putri
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 3 (2026): Vol. 12 No. 3 Oktober 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n3.p291-305

Abstract

This study aimed to examine whether and how an instructional design integrating Technological Pedagogical Content Knowledge (TPACK) and ethnomathematics enhances numeracy and deep learning, using a modified Borg and Gall Research and Development approach followed by a non-randomized pretest-posttest quasi-experiment with 132 preservice elementary teachers, with data from a numeracy test, a deep learning engagement scale, an ethnomathematics product rubric, self-efficacy and engagement questionnaires, interviews, and reflection sheets, analyzed through analysis of covariance (ANCOVA), mediation analysis, and thematic analysis. After controlling for pretest scores, the intervention group outperformed the control group on posttest numeracy (F(1, 129) = 18.72, p < .001, ηp² = .13; posttest means of 76.5 and 64.1), and the indirect effects through self-efficacy (β = 0.21, 95% CI [0.10, 0.33]) and engagement (β = 0.18, 95% CI [0.07, 0.29]) were statistically significant, while three qualitative themes on local culture, learning management system support, and reflection and transfer were consistent with these patterns. These findings suggest that embedding local cultural contexts within a TPACK-based instructional design is associated with stronger numeracy and deeper learning among preservice elementary teachers, and that self-efficacy and engagement are plausible mechanisms, although the non-randomized design calls for cautious interpretation.
Co-Authors Annas Solihin Arizkylia Yoka Putri Diana Rahmasari Ganes Gunansyah Neni Mariana Prayogo Prayogo Ramadhan Kurnia Habibie Suryanti Wiryanto Wiryanto Wiryanto Zaenal Abidin