<![CDATA[Advances in digital technology and Artificial Intelligence (AI) have brought significant changes to the world of education, including in teachers’ professional practices. The use of AI facilitates the preparation of teaching materials, personalized learning, automated assessment, and the development of interactive media. However, these advancements also raise various digital ethical issues, such as plagiarism, misuse of personal data, privacy violations, technological dependency, the spread of invalid information, and a decline in humanistic interaction in learning. This study aims to analyze the transformation of the role of teachers’ professional organizations in upholding digital ethics and the use of AI in the world of education. The study employs a literature review method with a descriptive qualitative approach. Data was obtained from scientific journals, academic articles, books, and documents related to teacher professional ethics, digital transformation, and the use of AI in education. The research findings indicate that teacher professional organizations are undergoing a transformation from merely serving as a forum for professional protection to becoming institutions that play an active role in building digital literacy, drafting digital codes of ethics, developing teachers’ AI competencies, providing professional training, and overseeing the ethical and responsible use of educational technology. Furthermore, teachers’ professional organizations also play a crucial role in upholding humanistic, moral, and character values, particularly in early childhood education, which requires intensive guidance. Therefore, the transformation of teachers’ professional organizations is an urgent necessity to ensure that technology-based education remains aligned with moral values, ethics, and national educational goals.]]>
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