DIGITAL COMPETENCY TRANSFORMATION OF ELEMENTARY SCHOOL TEACHERS IN THE SOCIETY 5.0 ERA: A SYSTEMATIC LITERATURE REVIEW

Hesti Putri Iriyanti, Ivayuni Listiani, Cerianing Putri Pratiwi

Abstract


Purpose – The Society 5.0 era has accelerated the integration of digital technology in education, requiring stronger digital competencies among teachers. However, the challenges faced by primary school teachers remain insufficiently synthesized in the existing literature. Therefore, this study aims to identify and analyze these challenges through a Systematic Literature Review (SLR).

Methodology – The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines to ensure a systematic and transparent selection process. A total of 43 articles (29 indexed in Scopus and 14 in SINTA) were selected from 1,256 publications published between 2020 and 2026 through the stages of identification, screening, eligibility, and inclusion. Quality assessment was done using a Critical Appraisal Skills Program (CASP) checklist adapted for educational research. NVivo 12 was used to manage and code the data for the 43 articles analyzed.

Findings – The findings reveal five major challenges: limited teachers' digital literacy, inadequate technological infrastructure, resistance to digitally based instructional change, excessive administrative workloads, and insufficient continuous professional development. These findings highlight the need for policies that strengthen teachers' digital competencies through ongoing professional training, improved infrastructure, digital-oriented curriculum development, and collaboration among governments, schools, and higher education institutions.

Contribution – This study provides evidence to support the development of inclusive, effective, and sustainable digital transformation policies in primary education.

Keywords


Digital literacy; Digital technology; Elementary school teachers; Society 5.0; Systematic Literature Review.

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References


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DOI: https://doi.org/10.36987/jes.v13i5.9744

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