Teacher Readiness for Deep Learning Implementation in Indonesian Education: A Systematic Narrative Review of Dimensions, Barriers, and Enabling Factors

Abstract

The transformation of twenty-first century education requires a shift from rote-based instruction toward deep learning that fosters critical thinking, creativity, and meaningful understanding. In Indonesia, this shift aligns with national reforms such as Merdeka Belajar. However, its success depends on teachers’ readiness to implement deep learning practices. This study aims to analyze the dimensions, barriers, and enabling factors of teacher readiness in this context. This study employs a systematic narrative review with thematic analysis of literature published between 2019 and 2025, sourced from Google Scholar, Scopus, DOAJ, and ERIC. From 127 identified articles, 35 studies met the inclusion criteria and were analyzed. The analysis is guided by three dimensions of readiness: cognitive (pedagogical knowledge), practical skills, and institutional support. The findings indicate that Indonesian teachers generally exhibit strong cognitive readiness but face challenges in practical implementation, particularly in designing authentic assessments and reflective learning activities. Institutional support remains uneven, especially in terms of infrastructure and professional development. Key barriers include limited training, infrastructure disparities, and traditional pedagogical practices, while enabling factors include supportive policies, teacher motivation, and professional learning communities. Comparative analysis shows that Indonesia performs relatively well in pedagogical knowledge but lags in practical readiness and institutional support compared to international contexts. In conclusion, enhancing teacher readiness requires an integrated approach that strengthens practical competencies and systemic support to achieve sustainable deep learning implementation.