Muh Fitrah, Anastasia Sofroniou, Novi Yarmanetti, Indriani H. Ismail, Hetty Anggraini, Ita Chairun Nissa, Bakti Widyaningrum, Irul Khotijah, Prabowo Dwi Kurniawan, Dedi Setiawan
The transformation of national education policy during Indonesia’s governmental era has led to regulatory disruptions through the rapid revocation of previous policies and swift introduction of new ones. This landscape requires teachers to possess technological proficiency as well as 21st-century competencies and pedagogical readiness to adopt innovative learning. This study examines the influence of technological knowledge and 21st-century competencies on teachers’ readiness to adopt deep learning pedagogy, while also exploring perceptions of opportunities and challenges. A sequential explanatory mixed-methods design was employed, involving a survey of (Formula presented.) teachers from regions of Indonesia. The instrument comprised (Formula presented.) items across three variables, validated by experts, and tested with confirmatory factor analysis, which showed acceptable fit and reliability. Quantitative data were analyzed statistically, while qualitative insights came from interviews with 30 teachers and analyzed thematically. Results indicate that 21st-century competencies (Formula presented.) exert stronger influence than technological knowledge (Formula presented.) in shaping readiness. The integration of connecting and embedding strategies revealed personal, structural, and cultural complexities in implementing deep learning. The study recommends localized training and partnerships with professional organizations, higher education institutions, and NGOs to generate systemic support for school reform toward learning organizations. © 2025 by the authors.
Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia; Department of Civil Engineering, Universitas Muhammadiyah Bima, Bima, 84111, Indonesia; School of Computing and Engineering, University of West London, London, W5 5RF, United Kingdom; Department of Primary Education, Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia; Doctoral Program in Educational Sciences, Postgraduate Faculty, Universitas Pendidikan Ganesha, Singaraja, 81116, Indonesia; Educational Management, Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia; Graduate Program in Electronics and Informatics Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta, Yogyakarta, 55281, Indonesia
