Necessary to Increase Teacher Competency in Facing the Artificial Intelligence Era

Abstract

This study aimed to describe the requisite competence levels of educators in adapting to the era of Artificial Intelligence and identify the challenges that educators encounter in effectively responding to this technological epoch. The present research uses literature review techniques to gain insights. The data for this study is sourced from various documents, including scholarly articles, conference proceedings, books, research reports, and online news publications. Content analysis is employed as the principal method of data analysis to derive meaningful conclusions. The findings of this investigation underscore the pivotal role of teacher competence in navigating the landscape of Artificial Intelligence. Educators must possess professional, pedagogical, personal, and social competencies to effectively engage with the Artificial Intelligence era. Furthermore, educators must demonstrate proficiency in harnessing digital technology for instructional purposes, creating digital-based educational resources, and adeptly utilizing search engines to curate relevant materials. This imperative stems from the contemporary student demographic, often called digital natives, who are inextricably linked to digital technology, particularly within social media. Significantly, the Artificial Intelligence era has brought to light a predicament for educators, potentially impeding the efficacy of classroom-based instruction. Instruction of inadequate teacher competence, particularly in pedagogical skills and the utilization of digital technology, can engender a monotonous learning experience, consequently diminishing students' enthusiasm for the educational process.