Digital Human Resource Management Framework For Teacher Competency Development In Islamic Primary Education: A Systematic Literature Review

Abstract

The digital transformation of the Society 5.0 era has driven a paradigm shift in human resource management within educational institutions, including Islamic primary education. Although studies on teacher competency and digital transformation have grown significantly, the integration of Digital Human Resource Management (Digital HRM) practices with teacher competency development in Islamic primary education has received limited scholarly attention. This study aims to develop a conceptual framework that integrates Digital Human Resource Management practices with teacher competency development in Islamic primary education through a Systematic Literature Review (SLR) approach based on the PRISMA protocol. Data were collected from the Web of Science (WoS) and Google Scholar databases, covering publications from 2020 to 2025. The processes of identification, screening, eligibility assessment, and inclusion resulted in 42 articles that met the selection criteria and were subsequently analyzed using thematic analysis.The findings indicate that the implementation of Digital Human Resource Management through Human Resource Information Systems (HRIS), Learning Management Systems (LMS), digital training platforms, data-driven analytics, and technology-based performance evaluation systems contributes significantly to the development of teachers’ pedagogical, professional, social, and digital competencies. This study proposes a conceptual model, namely the Digital Human Resource Management Framework for Teacher Competency Development in Islamic Primary Education, which illustrates the interrelationships among Digital HRM practices, continuous professional development, teacher competency evolution, and educational transformation. The proposed framework contributes theoretically to the advancement of digital human resource management studies in the educational sector while also providing practical guidance for policymakers in designing teacher competency development strategies that are adaptive to the demands of the Society 5.0 era.