DIGITAL COMPETENCY GAP FOR ELEMENTARY SCHOOL TEACHERS: AI TECHNOLOGY AND LITERACY DEVELOPMENT STRATEGIES TO IMPROVE THE QUALITY OF LEARNING

Abstract

The development of digital technology and Artificial Intelligence (AI) has significantly transformed education, including elementary school learning. However, a digital competency gap remains among elementary school teachers in their use of educational technology to support learning processes. This gap is not only related to technical skills in operating digital devices but also involves teachers' pedagogical abilities in integrating technology and their readiness in developing AI literacy to create innovative and high-quality learning. This study aims to analyze the digital competence conditions of elementary school teachers, identify factors contributing to the digital competency gap, and formulate educational technology development and AI literacy strategies to improve learning quality. This study employs a qualitative approach using a descriptive qualitative method. Data were collected through observation, in-depth interviews, and documentation involving elementary school teachers and relevant stakeholders in educational technology implementation. Data analysis was conducted through data collection, data reduction, data presentation, and conclusion drawing to gain an in-depth understanding of teachers’ experiences, challenges, and needs in developing digital competence and AI literacy. The findings indicate that strengthening elementary school teachers’ digital competence requires sustainable development strategies through professional capacity building, AI literacy training, technology utilization assistance, and the establishment of a supportive digital learning ecosystem. These strategies are expected to bridge the digital competency gap among elementary school teachers and improve learning quality to become more adaptive, creative, effective, and aligned with 21st-century education demands.