Artificial Intelligence in Indonesian Guidance and Counseling Services: A Systematic Review of Teachers' Readiness

Melsi Syawitri (Bimbingan dan Konseling Pendidikan Islam, Fakultas Tarbiyah dan Keguruan, Universitas Islam Al-kifayah Riau)

Journal of Social and Scientific Education
Vol. 3 No. 2 (2026): Journal of Social and Scientific Education

The development of Artificial Intelligence (AI) has brought about significant changes in the world of education, including in school guidance and counseling practices. AI offers various opportunities, such as analyzing student needs, personalizing services, detecting psychological issues early, and providing digital-based counseling services. However, the successful integration of AI into counseling services depends heavily on the readiness of guidance and counseling teachers as the primary providers of these services. This study aims to comprehensively examine the readiness of guidance and counseling teachers to integrate AI into guidance and counseling services, based on the findings of previous research. The method employed is a Systematic Literature Review (SLR) using the PRISMA 2020 guidelines. This study covers publications from 2020 to 2026 obtained from Scopus and Google Scholar and supplemented by additional searching. After deduplication and screening, 15 reports were assessed for full text eligibility, and 8 studies met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that teacher readiness for AI integration can be understood across five dimensions: (1) technological readiness, (2) AI competence, (3) pedagogical-counseling readiness, (4) ethical readiness, and (5) organizational readiness. The findings also indicate that AI integration in guidance and counseling requires continuous development of teachers’ technological competencies, counseling-related competencies, ethical awareness, and organizational support. Across the included studies, these dimensions were reflected in teachers’ digital and AI literacy, ability to use AI-supported tools and applications, capacity to integrate AI into guidance and counseling activities, awareness of ethical and data-protection considerations, and the availability of institutional support and training. The findings suggest that AI integration in guidance and counseling requires continuous development of teachers’ technological and AI competencies, counseling-related competencies, ethical awareness, and organizational support. This study recommends the development of AI training programs for guidance and counseling teachers, as well as ethical guidelines for the use of AI in school guidance and counseling services.