Elementary Teachers in Pinrang Embrace Coding and AI, but Infrastructure Gaps Limit Impact
Elementary school teachers in Pinrang Regency, South Sulawesi, are showing strong motivation to adopt coding and artificial intelligence (AI) in classrooms, according to new research by Nurul Ayuni, Putri Dzakilla Handayani, and Faisal Ardiansyah from Universitas Negeri Makassar. Published in 2026 in the International Journal of Contemporary Sciences, the study reveals a clear gap between teachers’ enthusiasm for digital innovation and the practical barriers they face, particularly limited infrastructure and uneven access to training.
The research matters as Indonesia accelerates digital transformation in education, including the introduction of coding and AI concepts at the primary level. While national policies encourage technology-based learning, this study shows that success depends not only on teacher motivation but also on sustained support, mentoring, and reliable internet access—especially in developing regions like Pinrang Regency.
Why Teacher Competencies in Coding and AI Matter
Coding and AI are increasingly viewed as essential skills for the 21st century, even at the elementary school level. These skills support computational thinking, creativity, and problem-solving—abilities needed for future workplaces shaped by automation and digital systems.
However, most previous studies have focused on urban schools or higher education. Little attention has been paid to how elementary teachers in non-metropolitan areas adapt to complex technologies. This gap is critical, as many education reforms falter not because of flawed technology, but because teachers lack adequate preparation and support.
How the Research Was Conducted
The research used a qualitative case study approach centered on coding and AI training programs for elementary school teachers in Pinrang Regency. The authors applied the Spencer and Spencer Competency Model, which evaluates five core elements of professional competence:
- Motivation
- Personal traits
- Self-concept
- Knowledge
- Skills
Data were collected through interviews, observations, and document analysis involving teachers who participated in government-supported coding and AI training. The analysis followed a widely used qualitative framework to identify patterns and key challenges in teacher readiness.
Key Findings: High Motivation, Uneven Capacity
The study paints a nuanced picture of teacher readiness in the digital age.
- Strong motivation to innovate: Teachers who joined the training expressed high enthusiasm for using AI tools and basic coding concepts to enrich classroom learning. Many saw AI as a partner rather than a threat, helping them design creative lessons and digital projects.
- Limited participation across schools: Out of 640 elementary schools in Pinrang Regency, only 72 took part in the training. Participation was tied to eligibility for performance-based school funding, leaving many schools without access to capacity-building programs.
- Adaptive attitudes despite “digital immigrant” status: Most teachers were not trained in computer science, yet they showed openness to change. Contextual and simplified training methods helped reduce anxiety and build confidence.
- Knowledge and skills remain the weakest areas:The biggest obstacles were limited prior ICT knowledge and insufficient practice time. Teachers struggled to apply coding concepts consistently, especially when schools lacked stable internet connections or adequate computer facilities.
What This Means for Education Policy and Practice
The findings highlight a critical lesson for policymakers: technical training alone is not enough. Investment in human capital must be matched with investment in infrastructure.
The researchers argue that without reliable internet access, adequate devices, and ongoing mentoring, short-term training programs risk producing minimal long-term impact. They also warn against “one-off” policy initiatives that mandate new curricula without ensuring school readiness.
As digital education expands, regional governments play a key role in closing the digital divide—not just by distributing devices, but by ensuring connectivity and sustained professional development for teachers.
Author Insight
According to Nurul Ayuni of Universitas Negeri Makassar, teacher motivation is not the main problem. “Elementary teachers in Pinrang are eager to innovate and adopt digital tools, but their enthusiasm is often constrained by infrastructure and limited opportunities for continuous learning,” she explains. The research emphasizes that effective digital transformation requires both competent teachers and an enabling environment.
About the Authors
- Nurul Ayuni, M.Pd. – Lecturer and researcher in educational management and human resource development, Universitas Negeri Makassar.
- Putri Dzakilla Handayani, M.Pd. – Education researcher focusing on teacher competencies and digital learning.
- Faisal Ardiansyah, M.Pd. – Specialist in educational policy and curriculum development, Universitas Negeri Makassar.
All three authors specialize in education, human resource development, and digital transformation in schools.
Source
- Title: Transformation of Elementary School Teacher Competencies in the Digital Age: Analysis of the Spencer Model in Coding and AI Training in Pinrang Regency
- Journal: International Journal of Contemporary Sciences
- Year: 2026
- DOI: https://doi.org/10.55927/zff7cg42
- URL Jurnal: https://journalijcs.my.id/index.php/ijcs
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