Strengthening Teacher Professionalism In Indonesian Primary Education In The Digital Era: A Systematic Literature Review Of Digital Competence, Professional Development, And Institutional Support
DOI:
https://doi.org/10.58988/almubtadi.v4i1.1218Keywords:
Continuous Professional Development, Digital Competence, Primary Education, Teacher Professionalism, Thematic AnalysisAbstract
Teacher professionalism is increasingly important for improving primary education quality amid digital transformation and changing educational demands. This study aims to synthesize evidence on challenges and strategies for strengthening teacher professionalism in Indonesian primary education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Literature published between 2020 and 2025 was retrieved from Scopus, ERIC, Google Scholar, and SINTA using predetermined inclusion and exclusion criteria. From 156 initial records, 37 peer-reviewed studies were included in the final synthesis and analysed through thematic analysis. The findings identified five interconnected themes: professional competence, digital competence, continuous professional development, educational leadership, and institutional support. The review shows that teacher professionalism is strengthened through the interaction of individual competencies, continuous professional learning, supportive leadership, and institutional conditions that facilitate effective technology integration and adaptation to educational change. The novelty of this review lies in its integrated framework linking these five dimensions as mutually reinforcing components of sustainable teacher professionalism in Indonesian primary education. The findings imply that policymakers, school leaders, teacher education institutions, and teachers should develop continuous, collaborative, and institutionally supported professional learning systems to improve instructional quality and sustain teacher professionalism in the digital era.
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