Transforming Educators' Competencies for Human-Centered Learning in the Era of Artificial Intelligence: A Literature Review from the Perspective of Islamic Educational Values
Jul 2026· AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam· Vol 6, pp. 1405-1423· 1 citation· 25 references
TL;DR
The findings indicate that educators’ competencies have shifted from conventional pedagogical competencies toward multidimensional competencies encompassing AI literacy, human-centered pedagogy, empathetic communication, reflective leadership, and technology-based collaborative learning.
Abstract
The development of Artificial Intelligence has created significant opportunities for educational transformation through more adaptive and personalized learning innovations. However, the rapid penetration of digital technology also raises the risk of educational dehumanization when learning processes become overly oriented toward automation and technological efficiency. This study aims to analyze the transformation of educators’ competencies from the perspective of human-centered learning in the era of Artificial Intelligence. The study employed a descriptive qualitative approach using a library research method by analyzing national scientific articles published between 2020 and 2026 and indexed through Google Scholar. The data were analyzed using literature analysis techniques to identify thematic patterns, research tendencies, and conceptual syntheses related to teacher competencies in the AI era. The findings indicate that educators’ competencies have shifted from conventional pedagogical competencies toward multidimensional competencies encompassing AI literacy, human-centered pedagogy, empathetic communication, reflective leadership, and technology-based collaborative learning. Human-centered learning has emerged as a dominant paradigm emphasizing empathy, social interaction, critical reflection, and meaningful learning experiences as the core of educational processes. The integration of AI has improved learning personalization, administrative efficiency, and instructional media innovation, yet it also poses the potential to weaken humanistic dimensions if not balanced with ethical and social values. This study contributes theoretically to strengthening the discourse on AI-based human-centered learning and practically serves as a foundation for developing teacher training programs, AI literacy, and humanistic educational policies in Indonesia.
Purpose: This study aimed to explore ways to expand and enhance the concept of teacher learning, focusing on ‘transformative competencies’ and ‘philosophical orientation’. This is to overcome the ontological crisis faced by school organizations in a diversified knowledge ecosystem, by supplementing the limitations of the existing professional capital model.
Methods: This study utilized a literature review method, examining domestic and international academic data and policy reports related to teacher professionalism, transformative competencies, and philosophical orientation. Based on the literature review, the limitations of existing theories were critically analyzed, and a new paradigm for teacher learning along with structural alternatives was logically explored.
Results: Transformative competencies act as a practical driving force that transfers an individual teacher’s human capital into social capital, which operates as collective intelligence. Furthermore, philosophical orientation provides an ethical compass directed toward the essence of education, going beyond the mere accumulation of experience, thereby elevating decisional capital into practical wisdom. It was found that when these two elements are organically combined, a teacher’s practical power and ethical standards align, resulting in an ecological achievement that restores strong teacher agency and subject-ness.
Conclusion: Teacher learning must be elevated to a macroscopic and strategic administrative task to secure the flexibility and resilience of school organizations, moving beyond individual professional development training. To achieve this, flexible organizational restructuring within individual schools and a shift toward field-supported governance by the educational administrative agencies are essential. Furthermore, institutions must guarantee physical and psychological space for teachers by reducing administrative burdens, allowing them to fully exercise their philosophical orientation and transformative competencies.
Jiwon Choi· Korean Journal of Teacher Ed...· 0 citations
Purpose – This paper aims to analyze Generative Artificial Intelligence (GenAI) as an innovation in educational technology and examine its implications for digital learning and twenty-first-century competencies, particularly within the Indonesian context. Methodology – The study employs an integrative literature review method with a conceptual analysis approach. The literature sample comprises relevant international journal articles, official institutional reports, and theoretical frameworks (TPACK, SAMR, TAM, UTAUT, and ADDIE) published between 2020 and 2026. Data analysis followed a systematic four-stage procedure: identifying key concepts, grouping findings by thematic focus, analyzing through educational technology theories, and synthesizing the results into a critical narrative and tabular mapping.Findings – Results indicate that while GenAI accelerates learning resource production, enriches feedback, and supports adaptive learning, its pedagogical value is realized only when embedded within deliberate instructional design. Unregulated use presents significant risks, including information hallucination, algorithmic bias, data privacy violations, academic dishonesty, and unequal digital access.Contribution – This study contributes a comprehensive, theory-grounded GenAI integration model. It provides actionable frameworks for positioning educators as pedagogical guides, students as critical learning agents, and institutions as managers of responsible AI governance, offering vital policy and practical guidelines for advancing equitable, ethical, and effective digital education in Indonesia.
Edi Fitriana Afriza, I. Imelda, Teguh Arie Sandy et al.· JURNAL EDUSCIENCE· 0 citations
This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026 to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning to argue that contemporary teacher professionalism is best understood as technologically mediated human judgement rather than technological replacement.
D. Bora, Kate Dandesh Kumar· Asian Journal of Education a...· 0 citations
The rapid advancement of digital technologies and Artificial Intelligence (AI) is transforming educational systems worldwide, redefining how teaching and learning are conceptualized, delivered, and assessed. While technological innovations offer unprecedented opportunities for personalized learning, enhanced engagement, data-driven decision-making, and expanded access to knowledge, they also expose a significant generational divide among educators and learners. This divide is characterized by differing levels of technological proficiency, pedagogical beliefs, digital literacy competencies, and attitudes toward educational innovation. As schools, universities, and training institutions increasingly transition from traditional teacher-centred approaches to technology-assisted and AI-enhanced learning environments, understanding and addressing this generation gap has become a critical educational priority.
This paper critically examines the nature, causes, and implications of the generation gap in the context of twenty-first-century educational transformation. Drawing upon contemporary literature on educational technology, digital literacy, generational theory, innovation adoption, and AI in education, the paper explores how educators from different generations navigate the challenges and opportunities associated with emerging technologies. Particular attention is given to the contrasting experiences of digital natives and digital immigrants, the evolving role of teachers in AI-supported learning environments, and the impact of technological change on curriculum design, assessment practices, learner engagement, and educational equity. The paper further investigates how institutional readiness, professional development, infrastructure availability, leadership support, and policy frameworks influence the successful integration of AI-driven educational tools.
The analysis argues that the generation gap should not be viewed merely as a technological challenge but as a multidimensional educational issue encompassing cultural, pedagogical, ethical, and socio-economic dimensions. Without deliberate interventions, disparities in digital competence and technological confidence may exacerbate existing educational inequalities and hinder meaningful innovation. However, when supported through collaborative learning cultures, targeted professional development, intergenerational mentoring, and inclusive policy initiatives, the generational divide can become a catalyst for educational renewal and transformation. The paper proposes a framework for bridging generational differences through lifelong learning, digital capacity building, and human-centred AI integration that preserves the relational and ethical foundations of education while embracing technological advancement.
The study concludes that the future of education depends not on replacing traditional pedagogical wisdom with artificial intelligence, but on fostering productive partnerships between human expertise and technological innovation. Bridging the generation gap is therefore essential for creating resilient, inclusive, and future-ready education systems capable of preparing learners for the complexities of an increasingly digital and AI-driven world.
Davendra Sharma· International journal of soc...· 0 citations
In contemporary teacher education, the preparation of future teachers who are able to use artificial intelligence technologies for professional purposes is gaining particular scientific and methodological significance. This article examines the issue of developing future educators’ artificial intelligence competence on the basis of theoretical concepts formed within a Western scientific discourse. The relevance of the study is determined by the processes of digital transformation in education, the integration of artificial intelligence tools into teaching and assessment systems, and the need to update the content of professional teacher training. Artificial intelligence competence is interpreted not merely as a set of technological skills, but as the ability of future teachers to apply AI tools in professional practice in a pedagogically appropriate, ethically responsible, and methodologically grounded manner. In Western studies, artificial intelligence is characterized as a means of personalizing learning, designing instructional materials, analyzing students’ learning outcomes, organizing feedback, and improving assessment procedures. At the same time, the use of AI technologies is associated with a number of challenges, including academic integrity, data security, algorithmic errors, excessive dependence on technology, and the potential weakening of teachers’ critical thinking and professional autonomy. The article concludes that the development of future educators’ AI competence should not be limited to technical training, but should be implemented comprehensively, taking into account methodological, ethical, assessment-related, reflective, and safety components.
Dinara Mussabekova, Zhanna Makhanova, Gulbanu B. Makhanova et al.· 3i: intellect, idea, innovat...· 0 citations
Latin American higher education is undergoing a transformation shaped by the expansion of emerging technologies, the accelerated digitalization of learning environments, and the need to consolidate more active, collaborative, and student-centered pedagogical models. In this context, this article aims to critically analyze the contributions of educational innovation and emerging technologies to active, collaborative, and student-centered university learning in Latin American higher education. Methodologically, a critical documentary literature review was conducted based on recent scientific literature, technical reports, and institutional documents published mainly between 2021 and 2026, with emphasis on higher education, artificial intelligence, learning analytics, hybrid environments, extended reality, gamification, and technology-enhanced pedagogical designs. The findings suggest that emerging technologies contribute to learning when they are embedded in intentional, ethical, and contextualized pedagogical designs oriented toward cognitive engagement, meaningful collaboration, formative feedback, responsible personalization, and student autonomy. However, the evidence also shows that technology adoption does not guarantee innovation by itself, since it may reproduce inequalities, reinforce transmissive practices, intensify data surveillance, or reduce university education to performance indicators if it is not accompanied by teacher development, institutional governance, adequate infrastructure, and equity criteria. The article concludes that educational innovation in Latin American higher education should be understood as a pedagogical, cultural, and institutional process in which technology acquires transformative value only when it expands learning opportunities, strengthens teacher mediation, and promotes holistic education aligned with contemporary social, digital, and professional challenges.
Luis Roberto Ponce Baque, Sergio Gustavo Fienco Campozano, Ángel Andrés Aveiga Sornoza et al.· Revista Tecnológica Ciencia...· 0 citations