MAPPING THE DIGITAL LITERACY OF INDONESIAN TEACHERS FOR PEDAGOGICAL READINESS
Abstract
Artificial Intelligence (AI) has become a catalyst for educational transformation, underscoring the need to increase teachers’ digital literacy to utilize technology pedagogically. Although important, AI literacy as a teacher’s competence is still rarely studied empirically, especially in Indonesia. This study maps the level of AI literacy of Indonesian teachers and its relationship with pedagogical readiness, using a survey of 220 teachers from various regions. The instrument covers three dimensions, namely Digital technical competence, Ethical and critical awareness, and AI-based pedagogical practices. This dimensional structure is used consistently throughout the study. The descriptive analysis showed that the highest average score was in the AI in Pedagogical Practice dimension (Mean = 4.33), followed by Digital Competence (Mean = 4.29) and Ethical Awareness (Mean = 4.27). The correlation between Digital competence and Pedagogical practice was strong (r = 0.854). Multiple regression showed that digital competence significantly influenced pedagogical readiness (β = 0.7031, p < 0.001), accounting for 75.5% of the variance (R² = 0.755). SEM structural modeling showed good model fit (CFI = 0.946; RMSEA = 0.062). Two teacher clusters were successfully identified, namely the high (M ≥ 4.7) and medium (M ≈ 4.0) clusters. These results confirm the importance of AI literacy training that balances technical skills and ethical awareness in supporting teachers’ readiness for AI-based learning.
Keywords
AI literacy, Indonesian teachers, pedagogical readiness, digital competence, SEM modeling
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