EDUCATIONAL HUMAN CAPITAL RESILIENCE IN THE AI ERA: AN ANALYSIS OF DIGITAL PRESSURE, ETHICS, AND TRUST

Abstract

The transformation of education in the era of artificial intelligence has redefined the role of teachers as both learning facilitators and moral guardians. This study investigates how digital pressure affects the resilience of educational human capital by incorporating ethical discipline and institutional trust as mediating factors. A quantitative explanatory approach was employed through a cross-sectional survey involving 103 teachers from the Priangan Timur region, which includes Tasikmalaya, Garut, Ciamis, Pangandaran, and Banjar City. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings reveal that digital pressure does not necessarily diminish teacher resilience; rather, it can serve as an adaptive driver when accompanied by ethical leadership and institutional trust. Trust emerges as a crucial bridge linking moral discipline to professional endurance. This study emphasizes the importance of developing teacher policies that balance digital competence, moral integrity, and a culture of trust to strengthen educational human capital in the age of artificial intelligence.