AI Readiness, Virtual Leadership, and Digital Workplace Culture in Vocational Education: A Systematic Review on How Technology Acceptance and Change Readiness Shape Future Teaching Skills
Keywords:
AI Readiness, Virtual Leadership, Digital Workplace Culture, Technology Acceptance, Change Readiness, future teaching skills, SMK TeacherAbstract
The integration of artificial intelligence (AI) in vocational education demands a holistic analysis of the role of AI readiness, virtual leadership, and digital work culture in shaping the future teaching skills of vocational school teachers. This systematic literature review examined the mediation mechanism of technology acceptance (TAM) and change readiness using the PRISMA method in 48 Scopus indexed articles (2019–2024). The results of the synthesis reveal three key findings: (1) AI readiness (β = 0.42; p < 0.01) improves teacher adaptation through technology acceptance, with infrastructure and training as the main predictors; (2) Virtual leadership was positively correlated with digital collaboration (β = 0.35; p < 0.05), but its effectiveness depended on change readiness; (3) Digital work culture encourages pedagogical innovation through decentralization of decisions and agile workflows, especially in schools with non-hierarchical structures. Theoretically, this study expands the TAM model by including the context of organizational readiness and virtual leadership, while challenging the conventional teacher training paradigm. Practical implications include HR policy recommendations such as the establishment of an AI task force, the allocation of digital transformation incentives, and the integration of virtual leadership modules in teacher training curricula. The main limitation lies in the dominance of developed country studies (80% of the sample), so generalization to the Indonesian context requires further studies based on local contexts.
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