Teacher Readiness for Coding and Artificial Intelligence (CAI) Integration in Classroom Practice

Abstract

This study investigates teachers’ readiness to integrate coding and artificial intelligence (CAI) into school curricula and proposes strategic directions based on strengths, weaknesses, opportunities, and threats (SWOT) analytical framework. A quantitative descriptive approach was adopted involving 174 teachers from elementary, junior, and senior secondary schools across West Java, Indonesia. Data were collected through structured Likert-scale questionnaires and open-ended responses, then analyzed using the Internal and External Factor Analysis Summary (IFAS–EFAS) matrices to determine the strategic position. The results indicate that internal strengths, particularly teachers’ motivation toward digital innovation and strong institutional support, play a more significant role than weaknesses such as limited technical skills and training opportunities. The overall SWOT scores show that strengths (4.85) and opportunities (5.00) exceed weaknesses (3.95) and threats (3.51), positioning teacher readiness in the Strength–Opportunity quadrant, with the S–O strategy obtaining the highest score (9.85). These findings suggest that teachers’ internal capacities should be optimized to leverage external opportunities through continuous professional development, digital infrastructure enhancement, and cross-sector partnerships. Overall, the study concludes that teacher readiness for coding and AI integration is progressing positively, provided that sustained institutional commitment and consistent policy implementation continue to support digital transformation in education.