Digital Competence, Artificial Intelligence Integration, and Teacher Wellbeing in Malaysia: A Review

Abstract

The rapid digitalisation of education and the accelerated integration of artificial intelligence (AI) technologies have transformed the professional landscape of teachers in Malaysia. While digital tools and AI-driven systems offer substantial pedagogical benefits, they also present new challenges that influence teachers’ workload, professional identity, and overall psychological wellbeing. This review synthesises recent empirical literature from 2020 to 2025 to examine the relationship between digital competence, AI literacy, and teacher wellbeing in the Malaysian context. The findings demonstrate that digital competence enhances teacher autonomy and reduces stress, whereas inadequate training, excessive digital workload, and anxieties surrounding AI adoption contribute to declining wellbeing. The review concludes that systematic digital professional development, ethical AI governance, and supportive school environments are essential to safeguard teachers’ wellbeing and ensure sustainable digital transformation in education.