<![CDATA[The rapid development of generative artificial intelligence (AI) and the strengthening of Indonesia's Deep Learning (Pembelajaran Mendalam) policy require elementary school teachers to demonstrate readiness that is not merely technical, but also pedagogical, ethical, reflective, and adaptive. This study aims to describe teachers' competency readiness to implement AI-assisted Deep Learning at SDN 221 Bulu Dua. A descriptive qualitative approach is employed, focusing on five dimensions of readiness: conceptual understanding of Deep Learning, pedagogical competence, AI literacy and competence, ethical-professional competence, and adaptive-collaborative readiness. Data are designed to be collected through semi-structured interviews, classroom observations, and analysis of instructional documents involving the school principal and classroom teachers. Data analysis follows the stages of data condensation, data display, conclusion drawing, and thematic verification. The findings indicate that teacher readiness is at a developing stage. Teachers understand the importance of mindful, meaningful, and joyful learning and show positive attitudes toward using AI to design teaching materials, trigger questions, differentiation strategies, and formative assessment. However, competence in designing activities that promote knowledge transfer, deep reflection, validation of AI outputs, data protection, and transparent AI use remains uneven. Major supporting factors include school leadership, a culture of sharing among teachers, access to devices, and willingness to learn, whereas barriers include limited structured training, differences in digital literacy, connectivity quality, and the absence of school-level operational guidelines for AI use. The study recommends practice-based professional development, teacher learning communities, AI ethics protocols, and instructional planning models that position AI as a support tool while retaining teachers as the primary pedagogical decision makers.]]>
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