Unpacking the digital competence challenge in vocational education: A case from Indonesia
The rapid advancement of technology in the workplace requires workers to be highly skilled in the industry. However, many vocational educators, who are essential in preparing graduates for these roles, exhibit low levels of digital competence. This deficiency impacts students' competence in tec...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-01-01
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| Series: | Social Sciences and Humanities Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291125005315 |
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| author | Sherly Rahmawati Sarah Prestridge Ade Gafar Abdullah Isma Widiaty |
| author_facet | Sherly Rahmawati Sarah Prestridge Ade Gafar Abdullah Isma Widiaty |
| author_sort | Sherly Rahmawati |
| collection | DOAJ |
| description | The rapid advancement of technology in the workplace requires workers to be highly skilled in the industry. However, many vocational educators, who are essential in preparing graduates for these roles, exhibit low levels of digital competence. This deficiency impacts students' competence in technology in their future careers. Therefore, this study aims to identify the factors contributing to vocational educators' low level of digital competence. Through a focus group discussion (FGD), this study describes the factors behind vocational educators' low digital competence in Indonesia to find deeper insights of their experience. A qualitative thematic analysis approach was used for the data analysis through an axial code method. Data were gathered through a focus group discussion (FGD) with ten purposefully selected teachers representing a range of teaching experiences and subject specialties. The findings indicated that teachers in vocational education exhibit low levels of digital competence due to several factors, categorized into two main groups: External factors that include limited access to the internet and hardware, an unsupportive online community, time constraints, and insufficient government training; and internal factors that stem from senior teachers' beliefs and a lack of confidence compared to younger teachers' abilities. New insights into this field are provided which are instrumental for evaluating policies related to the development and training of teachers’ digital competence. |
| format | Article |
| id | doaj-art-6eb6b84b2d2542a9b93f1c378d86fa6a |
| institution | DOAJ |
| issn | 2590-2911 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj-art-6eb6b84b2d2542a9b93f1c378d86fa6a2025-08-20T02:45:27ZengElsevierSocial Sciences and Humanities Open2590-29112025-01-011210180310.1016/j.ssaho.2025.101803Unpacking the digital competence challenge in vocational education: A case from IndonesiaSherly Rahmawati0Sarah Prestridge1Ade Gafar Abdullah2Isma Widiaty3Universitas Pendidikan Indonesia, Bandung, West Java, 40154, IndonesiaGriffith University, Brisbane, Queensland, 4122, AustraliaUniversitas Pendidikan Indonesia, Bandung, West Java, 40154, Indonesia; Corresponding author.Universitas Pendidikan Indonesia, Bandung, West Java, 40154, IndonesiaThe rapid advancement of technology in the workplace requires workers to be highly skilled in the industry. However, many vocational educators, who are essential in preparing graduates for these roles, exhibit low levels of digital competence. This deficiency impacts students' competence in technology in their future careers. Therefore, this study aims to identify the factors contributing to vocational educators' low level of digital competence. Through a focus group discussion (FGD), this study describes the factors behind vocational educators' low digital competence in Indonesia to find deeper insights of their experience. A qualitative thematic analysis approach was used for the data analysis through an axial code method. Data were gathered through a focus group discussion (FGD) with ten purposefully selected teachers representing a range of teaching experiences and subject specialties. The findings indicated that teachers in vocational education exhibit low levels of digital competence due to several factors, categorized into two main groups: External factors that include limited access to the internet and hardware, an unsupportive online community, time constraints, and insufficient government training; and internal factors that stem from senior teachers' beliefs and a lack of confidence compared to younger teachers' abilities. New insights into this field are provided which are instrumental for evaluating policies related to the development and training of teachers’ digital competence.http://www.sciencedirect.com/science/article/pii/S2590291125005315Digital competenceVocational educationTeachersPerceptions |
| spellingShingle | Sherly Rahmawati Sarah Prestridge Ade Gafar Abdullah Isma Widiaty Unpacking the digital competence challenge in vocational education: A case from Indonesia Social Sciences and Humanities Open Digital competence Vocational education Teachers Perceptions |
| title | Unpacking the digital competence challenge in vocational education: A case from Indonesia |
| title_full | Unpacking the digital competence challenge in vocational education: A case from Indonesia |
| title_fullStr | Unpacking the digital competence challenge in vocational education: A case from Indonesia |
| title_full_unstemmed | Unpacking the digital competence challenge in vocational education: A case from Indonesia |
| title_short | Unpacking the digital competence challenge in vocational education: A case from Indonesia |
| title_sort | unpacking the digital competence challenge in vocational education a case from indonesia |
| topic | Digital competence Vocational education Teachers Perceptions |
| url | http://www.sciencedirect.com/science/article/pii/S2590291125005315 |
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