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All Journal Jounal of Education and Teaching (JET) Lembaran Ilmu Kependidikan
Hilhamsyah Hilhamsyah
Universitas Ahmad Dahlan, Indonesia
Education

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The Role of Artificial Intelligence in the Future of the Teaching Profession: Analysis of Competencies, Challenges, and Development Directions Ridho Azahar; Hilhamsyah Hilhamsyah; Syarifah Nuzuliana; Nur Oktavianti; Mailatul Jannah
Lembaran Ilmu Kependidikan Vol. 54 No. 2 (2025): Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i2.32452

Abstract

The lack of teacher readiness in dealing with the integration of artificial intelligence (AI) in education is a significant challenge in the era of digital transformation. Teachers are required not only to master technology but also to possess ethical, reflective, and collaborative competencies in applying AI meaningfully. Therefore, this study aims to identify the competencies required of teachers, the challenges of implementing AI in educational settings, and the direction of relevant and sustainable professional development. This study employs a systematic literature review method on 12 selected articles from the Scopus database, based on a search using the keywords ‘Artificial Intelligence’, ‘teacher competence’, ‘AI in education’, and ‘TPACK’ in English-language articles published between 2020 and 2025. The articles were analysed thematically to explore the interrelationships between teacher competencies, challenges, and development strategies. The analysis results highlight the importance of mastering AI literacy, data management skills, and technology-based pedagogical abilities. The main challenges identified include ethical constraints, infrastructure limitations, resistance to change, and insufficient training. This study recommends the AI-TPACK approach, design thinking, and a growth mindset as a framework for adaptive and future-oriented teacher development.
Intra and Interpersonal Skills of Gen Z Teachers: Exploring Issues and Solutions for Becoming a Professional Teacher Hilhamsyah Hilhamsyah; Suyatno Suyatno; Sri Tutur Martaningsih
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.677

Abstract

Gen Z teachers have high technological skills but face challenges in intra- and interpersonal competencies, potentially affecting teaching quality and professionalism. This study aims to identify the weaknesses in these skills and the strategies used by Gen Z teachers to improve them in support of their professional development. Using a qualitative approach, data were collected through interviews. Informants included five Gen Z teachers, an education coordinator, and a school principal, selected through purposive sampling. Data were analyzed using the steps of data collection, reduction, presentation, and conclusion. The findings reveal that Gen Z teachers at SD Muhammadiyah Yogyakarta face intrapersonal challenges such as emotional vulnerability, mood instability, and difficulty adapting to systemic changes. Interpersonal challenges include limited social interaction, generational gaps, and feeling undervalued by students. However, teachers make efforts to improve through self-development, emotional regulation, and seeking broader educational insights. Interpersonal improvements are pursued through collaboration, empathy, and support from their environment. These findings highlight the need for educational institutions to address these challenges through psychological support, reflective practices, and professional training programs tailored to Gen Z teachers’ needs, ensuring sustainable professional growth.
Co-Authors Mailatul Jannah Nur Oktavianti Ridho Azahar Sri Tutur Martaningsih Suyatno Suyatno Syarifah Nuzuliana