Unleashing mathematics teachers: insights from a systematic literature review on digital learning in Indonesia

This article is a literature review that explores the knowledge, skills, dispositions, components of lessons and gaps in digital learning in mathematics education among pre- and in-service teachers. This review employs PRISMA utilizing the Scopus and Web of Science databases to explore topics related to teacher preparation, digital learning, mathematics and Indonesia. The search resulted in 58 papers, of which 17 were meticulously chosen for in-depth analysis. The results highlight the importance of practical adaptability and continuous reflection, showing that the dynamic nature of knowledge must align with the evolving landscape of technology. This alignment is crucial in addressing challenges related to access, financial constraints and students’ familiarity with technological tools. Furthermore, the integration of pedagogical knowledge, content knowledge and skills, including proficiency in computer-related skills and higher-order thinking skills, is crucial for successful technology integration. Additionally, teachers’ positive dispositions, innovative teaching strategies and diverse research methods contribute to meaningful and equitable technology integration in mathematics education.