Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study

DOI:

https://doi.org/10.58421/gehu.v4i2.421

Authors

Keywords:

Pedagogical Competence, Teacher, Elementary School, ICT, Digital Era

Abstract

This study aims to explore the factors influencing the pedagogical competence of elementary school teachers in the digital era. The integration of digital technology into education faces challenges due to gaps in teachers’ pedagogical competence, which are shaped by disparities in infrastructure, digital literacy, access to professional development, policy support, and teacher attitudes and motivation. Employing a survey research design, this study involved 270 elementary school teachers from West Java Province as participants. Data were collected through a validated online questionnaire, with an Aiken’s validity index above 0.8 and a Cronbach’s Alpha reliability estimate of 0.867. Descriptive statistics and qualitative analysis using the Miles and Huberman model were utilized to examine the factors affecting teachers’ pedagogical competence. The results reveal significant disparities in ICT device availability, low digital literacy, limited access to training, weak school policy support, and psychological barriers that hinder ICT integration. Although 73% of teachers believe ICT improves learning outcomes, 54.07% remain hesitant to experiment due to fear of failure. These findings underscore the need for holistic training programs, infrastructure improvements, inclusive policies, and peer learning-based mentoring to strengthen teachers’ pedagogical competence in the digital era.

Downloads

Download data is not yet available.

Author Biographies

Wawan Setiawardani, Universitas Darul Ma'arif

Pendidikan Sekolah Dasar

Ade Apriyanto, Universitas Darul Ma'arif

Pendidikan Bahasa dan Sastra Indonesia

References

J. O. Väätäjä and H. Ruokamo, “Conceptualizing dimensions and a model for digital pedagogy,” Journal of Pacific Rim Psychology, vol. 15, 2021, doi: 10.1177/1834490921995395/FORMAT/EPUB.

Dr. L. K. Kalyani, “The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills,” https://ijsrmst.com/index.php/ijsrmst/article/view/199.

J. Wallace, D. Scanlon, and A. Calderón, “Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives,” Curriculum Studies in Health and Physical Education, vol. 14, pp. 271–287, 2023, doi: 10.1080/25742981.2022.2106881.

G. Kiryakova and D. Kozhuharova, “The digital competences necessary for the successful pedagogical practice of teachers in the digital age,” Educ Sci (Basel), vol. 14, May 2024, doi: 10.3390/educsci14050507.

N. Tsankov and I. Damyanov, “The digital competence of future teachers: Self-assessment in the context of their development,” International Journal of Interactive Mobile Technologies, pp. 4–18, 2019, doi: 10.3991/ijim.v13i12.11068.

B. Robandi, W. Setiawardani, P. Nuryani, O. Setiasih, A. Apriyanto, and K. Fatkhiyani, “Enhancing digital literacy and teacher-preneurship through a critical pedagogy-based training platform,” Journal of Enginering Science and Technology, vol. 20, no. 4, pp. 558-576, 2025.

S. L. Norhagen, R. J. Krumsvik, and F. M. Røkenes, “Developing professional digital competence in Norwegian teacher education: a scoping review,” 2024, Frontiers Media SA. doi: 10.3389/feduc.2024.1363529.

V. Mathew, A. I. Abduroof, and J. Gopu, “Digital transformation of higher education,” in transforming higher education through digitalization, CRC Press, 2021, pp. 145–171. doi: 10.1201/9781003132097-9.

O. Setiasih, W. Setiawardani, A. Hidayat, H. Djohaeni, D. Robayanti, and R. Rasilah “Development of a design learning management system (LMS) to improve student skills: case study in a science learning media development course,” Journal of Enginering Science and Technology, vol. 20, no. 4, pp. 1389-1400, 2024.

D. Villar-Onrubia, L. Morini, V. I. Marín, and F. Nascimbeni, “Critical digital literacy as a key for (post)digital citizenship: an international review of teacher competence frameworks,” Journal of E-Learning and Knowledge Society, vol. 18, pp. 128–139, Dec. 2022, doi: 10.20368/1971-8829/1135697.

A. Örtegren, “Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era,” Postdigital Science and Education, vol. 4, pp. 467–493, Apr. 2022, doi: 10.1007/s42438-022-00291-7.

W. Setiawardani, B. Robandi, and A.A. Djohar. Critical pedagogy in the era of the industrial revolution 4.0 to improve digital literacy students welcoming society 5.0 in Indonesia. PrimaryEdu: Journal of Primary Education, vol. 5, no. 1, pp.107-118, 2021, doi.org/10.22460/pej.v5i1.2073.

Imamudin, R. Fahmi, M. B. Tabrani, and W. Setiawardani, “Kompetensi pendidik dalam menghadapi pendidikan pada era society 5.0,” AJIE, pp. 8–17, Jan. 2024, doi: 10.20885/ajie.vol8.iss1.art2.

S. Getenet, C. Haeusler, P. Redmond, R. Cantle, and V. Crouch, “First-year preservice teachers’ understanding of digital technologies and their digital literacy, efficacy, attitude, and online learning engagement: implication for course design,” Technology, Knowledge and Learning, Sep. 2024, doi: 10.1007/s10758-023-09724-z.

E. Skantz-Åberg, A. Lantz-Andersson, M. Lundin, and P. Williams, “Teachers’ professional digital competence: an overview of conceptualisations in the literature,” 2022, Taylor and Francis Ltd. doi: 10.1080/2331186X.2022.2063224.

N. Pongsakdi, A. Kortelainen, and M. Veermans, “The impact of digital pedagogy training on in-service teachers’ attitudes towards digital technologies,” Educ Inf Technol (Dordr), vol. 26, pp. 5041–5054, Sep. 2021, doi: 10.1007/s10639-021-10439-w.

T. A. Adisa, C. Ogbonnaya, and O. D. Adekoya, “Remote working and employee engagement: a qualitative study of British workers during the pandemic,” Information Technology and People, vol. 36, pp. 1835–1850, Jul. 2023, doi: 10.1108/ITP-12-2020-0850.

A. Williyan, “ICT in distance learning: teachers’ attitudes and problems,” The Journal of English Language Teaching in Foreign Language Context, vol. 5, no. 2, 2020.

M. Barrera Ciurana and O. Moliner García, “‘Help! I feel unprepared’: Exploring university faculty and autistic students’ voices on self-efficacy in higher education inclusion,” Teach Teach Educ, vol. 159, Jun. 2025, doi: 10.1016/j.tate.2025.104990.

A. J. Singun, “Unveiling the barriers to digital transformation in higher education institutions: a systematic literature review,” Dec. 2025, Discover. doi: 10.1007/s44217-025-00430-9.

A. R. Althubyani, “Digital competence of teachers and the factors affecting their competence level: a nationwide mixed-methods study,” Sustainability (Switzerland) , vol. 16, Apr. 2024, doi: 10.3390/su16072796.

M. Cabezas-González, S. Casillas-Martín, and F. J. García-Peñalvo, “The digital competence of pre-service educators: The influence of personal variables,” Sustainability (Switzerland), vol. 13, pp. 1–14, Feb. 2021, doi: 10.3390/su13042318.

E. Wray, U. Sharma, and P. Subban, “Factors influencing teacher self-efficacy for inclusive education: A systematic literature review,” Teach Teach Educ, vol. 117, Sep. 2022, doi: 10.1016/j.tate.2022.103800.

N. Çoğaltay and A. Boz, “Influence of school leadership on collective teacher efficacy: a cross-cultural meta-analysis,” Asia Pacific Education Review, vol. 24, pp. 331–351, Sep. 2023, doi: 10.1007/s12564-022-09754-9.

S. Hennessy, “Technology use for teacher professional development in low- and middle-income countries: a systematic review,” Computers and Education Open, vol. 3, p. 100080, Dec. 2022, doi: 10.1016/j.caeo.2022.100080.

E. Massadah and L. Widaningsih, “Measurement of the level of digital competence of vocational teachers in learning development,” Indonesian Journal of Multidiciplinary Research, vol. 4, pp. 189–196, May 2023, doi: 10.17509/ijomrv4i1.72053.

H. Mardiana, “Perceived impact of lecturers’ digital literacy skills in higher education institutions,” Sage Open, vol. 14, Jul. 2024, doi: 10.1177/21582440241256937.

J. W. Creswell, Research design: qualitative, quantitative, and mixed methods approaches. Sage Publications, 2003.

L. R. Aiken, “Content validity and reliability of single items or questionnaires,” Educ Psychol Meas, vol. 40, pp. 955–959, 1980, doi: 10.1177/001316448004000419.

L. J. Cronbach, “Coefficient alpha and the internal structure of tests,” Psychometrika, vol. 16, pp. 297–334, Sep. 1951, doi: 10.1007/BF02310555.

E. Hashimov, “Qualitative Data Analysis: A methods sourcebook and the coding manual for qualitative researchers,” Technical Communication Quarterly, vol. 24, pp. 109–112, Jan. 2015, doi: 10.1080/10572252.2015.975966.

J. W. Fang, S. C. Chang, G. J. Hwang, and G. Yang, “An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency,” Educational Technology Research and Development, vol. 69, pp. 1155–1181, Apr. 2021, doi: 10.1007/s11423-021-09990-7.

H. Affandy, W. Sunarno, R. Suryana, and Harjana, “Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education,” Think Skills Creat, vol. 53, Sep. 2024, doi: 10.1016/j.tsc.2024.101575.

F. M. Esteve-Mon, M. A. Llopis-Nebot, and J. Adell-Segura, “Digital teaching competence of university teachers: a systematic review of the literature,” Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 15, pp. 399–406, Nov. 2020, doi: 10.1109/RITA.2020.3033225.

L. I. González‐pérez and M. S. Ramírez‐montoya, “Components of education 4.0 in 21st century skills frameworks: systematic review,” Feb. 2022, MDPI. doi: 10.3390/su14031493.

V. Maphosa, “Teachers’ perspectives on remote-based teaching and learning in the covid-19 era: rethinking technology availability and suitability in Zimbabwe,” European Journal of Interactive Multimedia and Education, vol. 2, p. e02105, Feb. 2021, doi: 10.30935/ejimed/9684.

S. A. Sibagariang, F. Pohan, M. J. Lubis, and Z. Zainuddin, “Information and communication technology in the world of education: a theoretical and empirical overview – a literature review,” Education and Human Development Journal, vol. 8, pp. 12–24, Dec. 2023, doi: 10.33086/ehdj.v8i3.5384.

S. Owen, G. White, D. T. Palekahelu, D. T. Y. G. Sumakul, and E. Sekiyono, “Integrating online learning in schools: Issues and ways forward for developing countries,” Journal of Information Technology Education: Research, vol. 19, pp. 571–614, 2020, doi: 10.28945/4625.

P. Yidana, A. Asapeo, S. K. Laar, and L. W. , Chibelitu, “Challenges facing online teaching and learning in african higher education institutions: empirical review,” European Journal of Open Education and E-learning Studies, vol. 8, Aug. 2023, doi: 10.46827/ejoe.v8i2.4974.

E. Kormos, “Technology as a facilitator in the learning process in urban high-needs schools: challenges and opportunities,” Educ Urban Soc, vol. 54, pp. 146–163, Feb. 2022, doi: 10.1177/00131245211004555.

R. Herlinda, M. Jelimbi, Z. N. Adesfiana, Y. Bahari, and W. Warneri, “Identifying the best model for implementing technology-based education in Indonesian schools,” Edunesia : Jurnal Ilmiah Pendidikan, vol. 5, pp. 586–604, Feb. 2024, doi: 10.51276/edu.v5i2.768.

B. Budiyono, “Inovasi pemanfaatan teknologi sebagai media pembelajaran di era revolusi 4.0,” Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, vol. 6, p. 300, Jul. 2020, doi: 10.33394/jk.v6i2.2475.

A. Kulal, S. Dinesh, N. Abhishek, and A. Anchan, “Digital access and learning outcomes: a study of equity and inclusivity in distance education,” International Journal of Educational Management, vol. 38, pp. 1391–1423, Jul. 2024, doi: 10.1108/IJEM-03-2024-0166.

M. Alférez-Pastor, R. Collado-Soler, V. Lérida-Ayala, A. Manzano-León, J. M. Aguilar-Parra, and R. Trigueros, “Training digital competencies in future primary school teachers: a systematic review,” May 2023, MDPI. doi: 10.3390/educsci13050461.

C. Antonietti, A. Cattaneo, and F. Amenduni, “Can teachers’ digital competence influence technology acceptance in vocational education?,” Comput Human Behav, vol. 132, Jul. 2022, doi: 10.1016/j.chb.2022.107266.

E. B. Demissie, T. O. Labiso, and M. W. Thuo, “Teachers’ digital competencies and technology integration in education: Insights from secondary schools in Wolaita Zone, Ethiopia,” Social Sciences and Humanities Open, vol. 6, Jan. 2022, doi: 10.1016/j.ssaho.2022.100355.

H. Akram, A. H. Abdelrady, A. S. Al-Adwan, and M. Ramzan, “Teachers’ perceptions of technology integration in teaching-learning practices: a systematic review,” Jun. 2022, Frontiers Media S.A. doi: 10.3389/fpsyg.2022.920317.

S. Suwarjo, H. Haryanto, W. Wuryandani, A. Mahfuzah, R. Hidayah, and V. Y. Erviana, “Digital literacy analysis of elementary school teachers on distance learning instructional process in Yogyakarta,” AL-ISHLAH: Jurnal Pendidikan, vol. 14, pp. 1145–1156, May 2022, doi: 10.35445/alishlah.v14i2.1233.

B. W. Pratolo and H. A. Solikhati, “Investigating teachers’ attitude toward digital literacy in EFL classroom,” Journal of Education and Learning (EduLearn), vol. 15, pp. 97–103, Dec. 2020, doi: 10.11591/edulearn.v15i1.15747.

M. L. Armanda and R. Yosintha, “The role of critical digital literacy in foreign language learning: a survey on young learners,” ETERNAL (English, Teaching, Learning, and Research Journal), vol. 8, pp. 160–173, Jun. 2022, doi: 10.24252/eternal.v81.2022.a11.

D. A. Wulandari, Y. Arafat, and R. Rohana, “Digital literacy governance management in SMA negeri Sumatera Selatan,” JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), vol. 7, p. 19, Jan. 2022, doi: 10.31851/jmksp.v7i1.6991.

O. Setiasih, Rusman, Nandi, W. Setiawardani, and E. Yusron, “Exploration of factors influencing students’ digital literacy skills in an era of uncertainty: a survey study,” in AIP Conference Proceedings, American Institute of Physics Inc., Aug. 2023. doi: 10.1063/5.0149431.

T. W. P. Mukti, V. Swanti, and M. D. Teguh, “Investigating the implementation of ict in education reformation: national instructor teachers’ perspectives,” International Journal of Language Teaching and Education, vol. 4, pp. 13–22, Jul. 2020, doi: 10.22437/ijolte.v4i1.9096.

E. A. Abedi, “Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices,” Journal of Computers in Education, Dec. 2023, doi: 10.1007/s40692-023-00296-6.

M. Xu, P. J. Williams, J. Gu, M. Liu, and J. chao Hong, “Technology teachers’ professional attitudes towards technology: An investigation of Chinese high school general technology teachers,” Int J Technol Des Educ, vol. 32, pp. 2111–2127, Sep. 2022, doi: 10.1007/s10798-021-09686-2.

T. N. Bariu and X. Chun, “Influence of teachers attitude on ict implementation in kenyan universities,” Cogent Education, vol. 9, 2022, doi: 10.1080/2331186X.2022.2107294.

A. A. Syahid, I. Isrokatun, and D. Nugraha, “Development of a training curriculum structure to improve ICT competencies of teachers in primary schools,” Mimbar Sekolah Dasar, vol. 6, no. 1, p. 21, Apr. 2019, doi: 10.17509/mimbar-sd.v6i1.13889.

K. Saddhono, I. Mulyaningsih, I. K. Sudarsana, and R. T. Manurung, “Indonesian language teachers’ attitudes toward ICT utilization in learning for elementary school in Surakarta,” in Journal of Physics: Conference Series, Institute of Physics Publishing, Nov. 2019. doi: 10.1088/1742-6596/1254/1/012062.

K. A. Razak, T. N. T. Othman, M. I. Hamzah, and H. Zulkifli, “Information and communication technology among excellent islamic education teachers in Selangor Malaysia,” International Education Studies, vol. 7, no. 13, pp. 146–156, 2014, doi: 10.5539/ies.v7n13p146.

R. C. Tucker et al., “Understanding university enterprise collaboration for disaster resilience in South-East Asia,” Jan. 2023, Emerald Publishing. doi: 10.1108/IJDRBE-02-2023-0010.

X. Yao, Z. Xu, M. Škare, and X. Wang, “Aftermath on COVID-19 technological and socioeconomic changes: A meta-analytic review,” Technol Forecast Soc Change, vol. 202, May 2024, doi: 10.1016/j.techfore.2024.123322.

A. I. Hatamleh and I. M. Hatamleh, “The importance of using ICT in improving the quality of education,” in 2024 ASU International Conference in Emerging Technologies for Sustainability and Intelligent Systems, ICETSIS 2024, Institute of Electrical and Electronics Engineers Inc., 2024, pp. 95–99. doi: 10.1109/ICETSIS61505.2024.10459655.

U. O. Matthew, J. S. Kazaure, A. S. Kazaure, U. C. Nwamouh, A. C. Nwanagwaugwu, and O. O. Olawoyin, “ICT policy implementation as correlate for achieving educational sustainability: approaching development in multi ICT dimensions,” Journal of Information Technology and Digital World, vol. 4, pp. 250–269, Nov. 2022, doi: 10.36548/jitdw.2022.4.001.

U. Nasri and A. M. S. Rahmatullah, “Integration of digital technology in islamic education: a case study of SMA negeri 1 Wanasaba in 2023,” Al Hikmah: Journal of Education, vol. 5, pp. 1–12, Jul. 2024, doi: 10.54168/ahje.v5i1.229.

H. Sawiji, “Determining factors influencing teachers’ intention to use web-based e-learning platforms in vocational secondary schools in Indonesia,” Cogent Education, vol. 11, 2024, doi: 10.1080/2331186X.2024.2355830.

D. Stumbrienė, T. Jevsikova, and V. Kontvainė, “Key factors influencing teachers’ motivation to transfer technology-enabled educational innovation,” Educ Inf Technol (Dordr), vol. 29, pp. 1697–1731, Feb. 2024, doi: 10.1007/s10639-023-11891-6.

P. H. Nguyen, L. A. Thi Nguyen, T. H. Thi Nguyen, and T. G. Vu, “Exploring complexities of innovation capability in Vietnam’s IT firms: Insights from an integrated MCDM model-based grey theory,” Journal of Open Innovation: Technology, Market, and Complexity, vol. 10, Sep. 2024, doi: 10.1016/j.joitmc.2024.100328.

F. Arndt, W. Ng, and T. Huang, “Do-It-Yourself laboratories, communities of practice, and open innovation in a digitalised environment,” Technol Anal Strateg Manag, vol. 33, pp. 1186–1197, 2021, doi: 10.1080/09537325.2021.1931674.

A. Skarzauskiene and M. Mačiulienė, “How to build sustainable online communities: implications from Lithuania urban communities case study,” Sustainability (Switzerland), vol. 13, Aug. 2021, doi: 10.3390/su13169192.

T. E. Julsrud, “Sustainable sharing in local communities: exploring the role of social capital,” Local Environ, vol. 28, pp. 811–827, 2023, doi: 10.1080/13549839.2023.2179611.

Downloads

Published

2025-05-23

How to Cite

[1]
B. Robandi, W. Setiawardani, and A. Apriyanto, “Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study”, J.Gen.Educ.Humanit., vol. 4, no. 2, pp. 561–574, May 2025.

Issue

Vol. 4 No. 2 (2025): May

Section

Articles

License

Copyright (c) 2025 Journal of General Education and Humanities

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.