<![CDATA[Learning transformation through the Merdeka Curriculum requires elementary school teachers to provide learning experiences that are active, varied, contextual, and adaptive to technological developments. However, classroom practices still face challenges in the form of monotonous teaching approaches and gaps in teachers’ Artificial Intelligence (AI) literacy. This study aims to analyze the role of teacher Learning Communities (Kombel) in addressing monotonous learning and AI literacy gaps in elementary schools. A descriptive qualitative approach was employed at SDN 009 Sangatta Utara. The study involved 10 informants selected purposively. Data were collected through observation, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing and verification. The findings indicate that monotonous learning is associated with limited pedagogical variation and an insufficient culture of professional reflection among teachers. The AI literacy gap extends beyond technical skills to include evaluative, pedagogical, and ethical competencies. Kombel serves as a collaborative space for sharing teaching practices, peer mentoring, technology exploration, experimentation, and collective reflection. The novelty of this study lies in positioning Kombel as a school-based professional development mechanism that simultaneously connects pedagogical transformation with the strengthening of teachers’ AI literacy. The findings emphasize the importance of sustainable collaboration and school leadership support in developing innovative and technology-responsive teaching practices.]]>
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