THE TRANSFORMATION OF PEDAGOGICAL COMPETENCE FROM THE DIGITAL ERA TO THE AI ERA

Abstract

Digital technology and Artificial Intelligence (AI) have brought important changes to educational practices and teachers’ pedagogical competence. However, studies on the transformation of pedagogical competence from the digital era to the AI era are still limited. This study aims to explore the transformation of pedagogical competence from the digital era to the AI era and its challenges. The present study uses a library research method. The data sources were collected from various journals, specifically fifteen journals related to pedagogical competence in the digital and AI eras. The results show that pedagogical competence has transformed significantly from emphasizing basic digital skills and the use of technology to emphasizing AI literacy, adaptive teaching strategies, and how the integration of AI tools in education. Teachers in the AI era not only master basic digital skills but also critically use and evaluate AI applications, fit instruction to students’ needs, and make sure that AI tools can already support the teaching and learning process. Despite its benefits, there are also challenges found including teachers’ difficulties in using AI tools, lack of training in AI application, limited readiness to adapt to AI technology, and limited understanding of how AI can be used effectively in the teaching and learning process. These findings highlight the importance of on-going training with a clear implementation that strengthens both digital and AI literacy. This study contributes to a deeper understanding of pedagogical competence and provides insights for teachers, institutions, and policy makers.