The digital era requires society to accept improvements in digital technology across all industries. Researchers and educational policymakers are beginning to focus on classroom technology to increase the competency of professional teachers, who will play an essential role in the future practical use of digital technology. This study looks at the factors that influence teachers' digital competence in Indonesia, with a focus on demographics (age, educational background, teaching experience, prior ICT training experience), geography (participant's domicile; West, Central, and East Indonesia), technological tools, socioeconomics, and self-regulated learning. This study included 492 in-service teachers aged 20 to over 45 who completed online surveys via online tutorial platforms and WhatsApp. The research revealed that technological devices and self-regulated learning significantly and directly influence teachers' digital competencies. In contrast, demographic, geographic, and socioeconomic factors indirectly influence teachers' digital competencies via self-regulated learning. The study's implications for universities, governments, and the public include using it as a reference to integrate extensive ICT training into teacher education programs, guaranteeing equal access to technology and training in all areas, and endorsing initiatives that enhance teachers' resource accessibility.

Authors:
Della Jovanka, Universitas Terbuka, Indonesia
Yufiarti Yufiarti, Universitas Negeri Jakarta, Indonesia
Elindra Yetti, Universitas Negeri Jakarta, Indonesia
Erie Siti Syarah, Universitas Terbuka, Indonesia

About the Presenter(s)
Della Raymena Jovanka is currently a doctoral student in Early Childhood Education at Jakarta State University. Della works as a lecturer at the Open University, Indonesia. Della's general interest is in teachers’ digital competence.

See this presentation on the full schedule – Wednesday Schedule

Bookmark