Teacher Professional Development Management in the Society 5.0 Era

Nurpitasari (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Dwi Sugianik (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Feri Riski Dinata (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Muslih Qomarudin (Institut Agama Islam Al Hikmah Lampung, Indonesia)
Ali Kuswadi (Institut Agama Islam Al Hikmah Lampung, Indonesia)

Assyfa Journal of Islamic Studies
Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies

The Society 5.0 era has created new demands for teacher professionalism, extending beyond pedagogical competence to include digital literacy, artificial intelligence, collaborative skills, creativity, and human-centered decision-making. These developments require teacher professional development to be managed systematically and sustainably. This study aims to analyze teacher professional development management in the Society 5.0 era and identify mechanisms that support adaptive and sustainable teacher competency development. The study employed a qualitative literature review approach by analyzing relevant scholarly publications addressing teacher professional development, educational management, digital transformation, artificial intelligence, and Society 5.0. The data were analyzed using thematic analysis through the processes of identification, coding, categorization, comparison, and synthesis of findings from selected literature. The findings reveal six main dimensions of teacher professional development management: needs-based identification of teacher competencies, strategic professional development planning, integrated development of digital and pedagogical competencies, collaborative professional learning, utilization of technology and artificial intelligence, and monitoring, evaluation, and sustainability. These dimensions form a continuous professional development cycle in which evaluation results serve as the basis for identifying subsequent professional development needs. The study demonstrates that teacher professional development in the Society 5.0 era needs to shift from a training-oriented approach toward an adaptive, collaborative, technology-supported, sustainable, and human-centered professional development management system. The findings provide a conceptual contribution to educational management by highlighting the importance of developing a professional learning ecosystem capable of preparing teachers to respond effectively to technological transformation and emerging demands in future education.