Teacher Autonomy and Judgment in the Face of Pedagogical Automation in Post-Digital Professionalism: A Systematic Review

The study synthesizes scientific evidence on the reconfiguration of teacher autonomy and professional judgment in the face of pedagogical automation within post-digital professionalism. Following the PRISMA guidelines and using searches of Scopus and Web of Science using eligibility criteria, the study analyzes evidence from 27 peer-reviewed documents to explore how algorithmic mediation influences decision-making in post-digital environments. The results indicate that while automation improves administrative efficiency, it frequently induces pedagogical deskilling and ethical dilemmas related to algorithmic vulnerability and invisible repair work. Key findings identify a shift toward a new professional profile characterized by socio-technical stewardship, where critical AI literacy and intersubjective attunement serve as defensive competencies against EdTech standardization. Based on the synthesized corpus, it is concluded that the analyzed literature highlights a trend where safeguarding teacher autonomy requires a transition from technical competence to ethical reflexivity, suggesting that automated systems should complement, rather than substitute for human pedagogical integrity. The systematic review protocol was registered on the OSF platform.