Redefining Teacher Professionalism in the Age of Artificial Intelligence: An Indonesian Perspective

The rapid integration of artificial intelligence (AI) into educational practices has raised fundamental questions about the nature of teacher professionalism. In Indonesia, where teacher competence frameworks have traditionally emphasized pedagogical, professional, social, and personal dimensions, the emergence of AI challenges existing definitions of professional expertise. This conceptual paper aims to reconceptualize teacher professionalism in the age of AI from an Indonesian perspective. Drawing on teacher professionalism theory, the TPACK framework, and recent literature on AI in education, the study proposes an AI pedagogical competence framework that integrates AI literacy, pedagogical design, professional judgment, ethical responsibility, and teacher agency. The paper further analyzes the alignment of this framework with Kurikulum Merdeka and national teacher standards, highlighting implications for teacher education, professional development, and policy reform. By positioning AI not as a replacement for teachers but as a pedagogical partner, this study contributes a contextualized framework for understanding and strengthening teacher professionalism in AI-enhanced educational environments.