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Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform

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Publié dans:Education Sciences vol. 15, no. 10 (2025), p. 1344-1363
Auteur principal: Muh, Fitrah
Autres auteurs: Sofroniou Anastasia, Novi, Yarmanetti, Ismail, Indriani H, Anggraini Hetty, Nissa Ita Chairun, Bakti, Widyaningrum, Irul, Khotijah, Kurniawan, Prabowo Dwi, Setiawan Dedi
Publié:
MDPI AG
Sujets:
Organization for Economic Cooperation & Development
Indonesia
Teaching
Students
Collaboration
Curricula
Training
Educational technology
International organizations
Teachers
Innovations
Educational leadership
Knowledge
Critical thinking
Pedagogy
Education reform
Deep learning
Classrooms
Artificial intelligence
Sustainable development
Educational objectives
Literacy
Mixed methods research
Technology
Nongovernmental organizations > NGOs
Discriminant analysis
Quantitative analysis
Education policy
Educational Opportunities
Educational Practices
Curriculum Development
Adult Learning
Instructional Leadership
Cooperative Learning
Leadership Role
Leadership Training
Competency Based Education
Evidence Based Practice
Evaluative Thinking
Authentic Learning
Educational Quality
Competence
Instructional Innovation
Influence of Technology
Communication Skills
Educational Change
Creativity
Andragogy
Interdisciplinary Approach
Lifelong Learning
Classroom Environment
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Résumé: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 <inline-formula>802</inline-formula> teachers from regions of Indonesia. The instrument comprised <inline-formula>25</inline-formula> 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 <inline-formula>(β=0.639,&#xa0;R2=0.432)</inline-formula> exert stronger influence than technological knowledge <inline-formula>(β=0.575,&#xa0;R2=0.310)</inline-formula> 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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15101344
Source:Education Database