Towards an Integrated Professional Development Model:

A Systematic Review of Teacher Professionalism in the Digital Age

Abstract

This systematic review aims to identify key dimensions of contemporary teacher professionalism, synthesise effective professional development strategies, analyse implementation challenges, and propose an integrated conceptual model for teacher professional development in the digital age. A systematic literature review was conducted following PRISMA guidelines, using five databases (Scopus, Web of Science, ERIC, Google Scholar, and Garuda) to identify peer-reviewed articles published between 2021 and 2025. Of the 2,847 articles identified in the initial search, 67 studies met the inclusion criteria and were analysed through qualitative synthesis. The analysis identified four key dimensions of teacher professionalism: digital pedagogical competence, collaborative-reflective capacity, cultural responsiveness, and transformational leadership. Five effective professional development strategies emerged: Professional Learning Communities (n=23 studies), ongoing academic supervision (n=18), technology-enhanced training (n=15), action research (n=12), and collaborative curriculum development (n=9). Implementation challenges include structural barriers (limited time and funding), organisational factors (leadership and school culture), and contextual constraints. This study proposes the Integrated Professional Development Model (IPDM) as a conceptual framework that integrates various dimensions of teacher professionalism at the individual, collaborative, and systemic levels. This model requires further empirical validation to ensure its effectiveness in diverse educational contexts.