Teacher Readiness and Strategy in the Implementation of Digital Pedagogy in 21st Century Education
Abstrak
The rapid development of digital technology has had a major impact on the world of education in the 21st century. This study aims to analyze the readiness and strategies of teachers in implementing digital pedagogy in Indonesia. Using a narrative literature review approach, this study synthesizes various research findings for the period 2020–2025 with a focus on three main aspects: technical competence, pedagogical adaptability, and institutional support. The TPACK and DigCompEdu frameworks are used as analytical tools in understanding teachers' digital competencies. The results show that although most teachers have basic digital literacy, there is still a significant gap in the ability to integrate technology effectively and contextually in the learning process. These challenges are exacerbated by inequality of access to infrastructure, lack of ongoing training, and lack of policy support, especially in 3T (frontier, outermost, disadvantaged) areas. The study also identifies a range of adaptive pedagogical strategies needed to address these challenges, such as digital security literacy, cross-platform integration, and locality-based training. The contribution of this research lies in a holistic approach that combines psychopedagogical and technological dimensions, as well as providing practical recommendations for education stakeholders in building an equitable, competitive, and sustainable digital learning ecosystem.
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