<![CDATA[This study aims to analyse the gap between the ideal demands of 21st-century pedagogical competence and the reality of technology adaptation experienced by teachers in their teaching practices. Rapid technological advancements require teachers to master modern pedagogical skills, including critical thinking, creativity, collaboration, communication, and the integration of pedagogical, content, and technological knowledge through the TPACK framework. However, various studies show that teachers still face significant barriers, such as low technological self-efficacy, inadequate training, and limitations in educational infrastructure. This research employs the Systematic Literature Review (SLR) method, utilising reputable academic sources to identify, evaluate, and synthesise findings related to teachers' pedagogical competence and technology adaptation. Thematic Content Analysis is used to map ideal competencies, the current state of technology adaptation, and sources of gaps. The results show that most teachers are still operating at a low level within the SAMR model, with technology use tending to be merely a substitution. This competency gap has a direct impact on learning effectiveness and student learning outcomes. The findings confirm the need for continuous professional development, redesigning teacher education curricula, and strong institutional support to bridge the gap between theory and practice. This research contributes to formulating the direction for improving teacher capacity in the digital era.]]>
Copyrights © 2026
