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

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I whakaputaina i:	Education Sciences vol. 15, no. 10 (2025), p. 1344-1363
Kaituhi matua:	Muh, Fitrah
Ētahi atu kaituhi:	Sofroniou Anastasia, Novi, Yarmanetti, Ismail, Indriani H, Anggraini Hetty, Nissa Ita Chairun, Bakti, Widyaningrum, Irul, Khotijah, Kurniawan, Prabowo Dwi, Setiawan Dedi
I whakaputaina:	MDPI AG
Ngā marau:	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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Whakaahuatanga
Whakarāpopotonga:	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, R2=0.432)</inline-formula> exert stronger influence than technological knowledge <inline-formula>(β=0.575, 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
Puna:	Education Database