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Organizational Strategies for Strengthening AI-Integrated Ubiquitous Learning in Elementary Schools

Tekno - Pedagogi : Jurnal Teknologi Pendidikan · Vol. 16 No. 4 (2026) · hlm. 46–65

DOI
10.22437/teknopedagogi.v16i4
ISSN
2715-7415, 2088-205X
Terbit
2026-08-10
Penerbit
Program Magister Teknologi Pendidikan Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Artificial intelligence (AI) offers opportunities to support personalized, interactive, and flexible learning in elementary education. However, its educational value depends not only on technological availability but also on the organizational strategies that facilitate its pedagogical integration. This study examines how organizational strategies support the implementation of AI-integrated ubiquitous learning in elementary schools and identifies the conditions and challenges influencing this process. Using a qualitative case study design, data were collected through interviews with school principals, teachers, and educational technology personnel, complemented by direct observations. The data were analyzed thematically, with triangulation used to examine patterns across data sources. The findings indicate that strategic planning, supportive leadership, teacher professional development, curriculum alignment, digital infrastructure, communication, and collaboration are interconnected conditions shaping AI integration. AI-supported interactive materials, differentiated learning activities, and feedback mechanisms provide opportunities to accommodate diverse learning needs and support flexible access to learning resources. Nevertheless, implementation remains constrained by infrastructure limitations, varying levels of teacher preparedness, and difficulties aligning AI applications with curriculum objectives. This study contributes an integrated perspective on the relationship between organizational readiness and pedagogical implementation, highlighting that sustainable AI-integrated ubiquitous learning requires coordinated institutional support and purposeful instructional design. The findings offer practical insights for school leaders and teachers seeking to implement AI responsibly and contextually in elementary education.

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/pedagogi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Organizational Strategies for Strengthening AI-Integrated Ubiquitous Learning in Elementary Schools</dc:title>
	<dc:creator xml:lang="en">Ferdyawati, Dina</dc:creator>
	<dc:creator xml:lang="en">Raharja, Setya</dc:creator>
	<dc:subject xml:lang="en">Artificial Intelligence</dc:subject>
	<dc:subject xml:lang="en">Elementary Education</dc:subject>
	<dc:subject xml:lang="en">Organizational Strategies</dc:subject>
	<dc:subject xml:lang="en">Ubiquitous Learning</dc:subject>
	<dc:subject xml:lang="en">Teacher Professional Development</dc:subject>
	<dc:description xml:lang="en">Artificial intelligence (AI) offers opportunities to support personalized, interactive, and flexible learning in elementary education. However, its educational value depends not only on technological availability but also on the organizational strategies that facilitate its pedagogical integration. This study examines how organizational strategies support the implementation of AI-integrated ubiquitous learning in elementary schools and identifies the conditions and challenges influencing this process. Using a qualitative case study design, data were collected through interviews with school principals, teachers, and educational technology personnel, complemented by direct observations. The data were analyzed thematically, with triangulation used to examine patterns across data sources. The findings indicate that strategic planning, supportive leadership, teacher professional development, curriculum alignment, digital infrastructure, communication, and collaboration are interconnected conditions shaping AI integration. AI-supported interactive materials, differentiated learning activities, and feedback mechanisms provide opportunities to accommodate diverse learning needs and support flexible access to learning resources. Nevertheless, implementation remains constrained by infrastructure limitations, varying levels of teacher preparedness, and difficulties aligning AI applications with curriculum objectives. This study contributes an integrated perspective on the relationship between organizational readiness and pedagogical implementation, highlighting that sustainable AI-integrated ubiquitous learning requires coordinated institutional support and purposeful instructional design. The findings offer practical insights for school leaders and teachers seeking to implement AI responsibly and contextually in elementary education.</dc:description>
	<dc:publisher xml:lang="en">Program Magister Teknologi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2026-08-10</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/pedagogi/article/view/55709</dc:identifier>
	<dc:identifier>10.22437/teknopedagogi.v16i4</dc:identifier>
	<dc:source xml:lang="en">Tekno - Pedagogi : Jurnal Teknologi Pendidikan; Vol. 16 No. 4 (2026): Tekno-Pedagogi; 46-65</dc:source>
	<dc:source>2715-7415</dc:source>
	<dc:source>2088-205X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/pedagogi/article/view/55709/25929</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Dina Ferdyawati, Setya Raharja</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>