TEACHER PROFESSIONALISM IN THE ERA OF DIGITAL TRANSFORMATION IN INDONESIA: A SYSTEMATIC LITERATURE REVIEW

Abstract

Abstract

This systematic review examines the impact of digital transformation on teacher professional development (TPD) within Indonesian higher education. It synthesizes 27 peer-reviewed studies published between 2020 and 2025 following the PRISMA guidelines, and underscores three interconnected themes: (1) the redefinition of educator identity from conventional knowledge transmitters to digital facilitators and emotional mentors; (2) the emergence of digital-emotional competencies vital for effective hybrid teaching; and (3) persistent structural barriers such as infrastructural disparities, fragmented professional development ecosystems, and policy misalignments. Although technological platforms like AI, MOOCs, and LMSs possess significant transformative potential, their effectiveness is constrained by disparities in institutional readiness and professional agency. The review emphasizes the growing need for professional development models that extend beyond technical training, incorporating emotional intelligence, ethical literacy, and pedagogical approaches tailored to contextual demands. Comparative analyses from Finland, Vietnam, Rwanda, and India reveal systemic variations in policy design, educator autonomy, and infrastructure. The study concludes with strategic recommendations for policymakers, educators, and institutions to foster participatory, equitable, and teacher-centered digital transformation conducive to sustainable educational reforms in low- and middle-income settings.