FACTORS INFLUENCING THE COMPUTER TEACHING BEHAVIOR OF ELEMENTARY SCHOOL TEACHERS IN THE ERA OF ARTIFICIAL INTELLIGENCE : A SYSTEMATIC LITERATURE REVIEW
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Abstract
The objectives of this academic article were 1) to analyze the factors affecting computer teaching behaviors of elementary school teachers in the Artificial Intelligence era, and 2) to synthesize guidelines for developing teaching behaviors that are practically applicable in the context of digital-age teachers. This study employed a systematic literature review methodology. The sample consisted of research articles published in the TCI, SCOPUS, and ERIC databases between 2015 and 2025. The research instruments included: 1) a research screening form, 2) a quality assessment form, and 3) a data extraction form. Data were analyzed using descriptive analysis and content analysis, with the instruments validated by three experts. The results revealed that out of 24 screened articles, 5 met the inclusion criteria. The findings identified three key factors: 1) Internal Factors: knowledge and understanding of integrating content with technology (TPACK), self-efficacy, and attitude toward change; 2) Contextual Factors: resource readiness and workload; and 3) Support Factors: administrative leadership and Professional Learning Communities (PLC). The synthesis indicated that organizational support and appropriate context serve as enabling factors that positively impact self-efficacy and are crucial determinants of elementary teachers' teaching behaviors. Consequently, the study proposes teacher development guidelines focusing on Micro-learning breaking content into small units manageable within a short timeframe with clear objectives and utilizing technology to reduce unnecessary workload. These approaches aim to promote practical teaching behaviors suitable for the digital age.
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