Reconstructing Teacher Technopedagogical Competence through Generative AI–Supported Service-Learning: Evidence from a Participatory Action Research in Rural Indonesia

Yosepus A. Hallatu; Dewilna Helmi; Asep Asep; Herwic K. Pinoa; Luis Matital

Authors

Yosepus A. Hallatu Universitas Pattimura, Indonesia
Dewilna Helmi Universitas Pattimura, Indonesia
Asep Asep Universitas Pattimura, Indonesia
Herwic K. Pinoa Universitas Pattimura, Indonesia
Luis Matital Universitas Pattimura, Indonesia

Keywords:

Artificial Intelligence, Community Engagement, Service-Learning, Teacher Competence, Technopedagogy

Abstract

This study aims to reconstruct teachers’ technopedagogical competence through the integration of generative artificial intelligence (AI) within a participatory and contextualized service-learning framework in rural Indonesia. The research addresses critical gaps in digital education transformation, including limited teacher competence, underutilization of generative AI, and the lack of context-responsive professional development. Employing a Participatory Action Research (PAR) approach with an embedded mixed-methods design, the study involved 20 junior secondary school teachers in a disadvantaged (3T) region. The research stages included needs diagnosis, AI-based training design, hands-on implementation (prompt engineering and instructional material development), observation through pre- and post-assessment, and collaborative reflection. Data were collected through competency tests, in-depth interviews, participatory observation, and document analysis, and analyzed using quantitative (gain analysis) and qualitative (thematic analysis) techniques with triangulation. The findings reveal significant improvements in teachers’ understanding of generative AI, prompt design skills, and the ability to develop contextualized digital teaching materials, particularly in coding education. Teachers also demonstrated a shift from technology users to adaptive co-creators of learning. The study introduces an AI-Supported Technopedagogical Reconstruction Model, integrating generative AI, TPACK, service-learning, and PAR. The results highlight the effectiveness of participatory AI-based approaches in enhancing teacher competence and fostering sustainable educational impact in developing contexts.

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