<![CDATA[This article analyzes the implementation direction of teacher competency development policies through training in Deep Learning, Coding, and Artificial Intelligence (PM-KKA), identifies potential implementation challenges, and formulates recommendations for educational units. The article uses library research by synthesizing policy documents and relevant literature. George C. Edward III’s implementation framework—communication, resources, disposition, and bureaucratic structure—is used as the main analytical lens. The synthesis indicates that the availability of policy information and online training channels provides an implementation foundation, but does not by itself demonstrate successful implementation in every school. Potential challenges requiring further verification include teachers’ understanding of policy, availability of time and facilities, teachers’ readiness and commitment, and coordination of post-training follow-up. The article recommends tiered communication, needs mapping, training linked to classroom practice, professional learning communities, clear assignment of responsibilities, and evidence-based monitoring and evaluation. Because this is a literature-based analysis, the discussion should not be interpreted as empirical findings from a particular school.]]>
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