Analysis of Digital Literacy Capabilities of Prospective Vocational Education Teachers as Supporters of 21st Century Skills in Indonesia

Abstract

Analysis of the digital literacy capabilities of prospective vocational education teachers as a supporter of 21st-century skills in Indonesia will be important in understanding the extent to which the vocational education system in this country can prepare teachers to face the demands of an ever-evolving era. The aims of this research are (1) to explore how ready prospective vocational education teachers are to integrate digital technology into their learning process, (2) What obstacles are encountered when integrating digital literacy in learning, and (3) How to overcome these obstacles. This research includes understanding how to teach using technology, managing classes using digital tools, and selecting content that suits students’ needs. Also, the obstacles faced by prospective vocational teachers in integrating digital literacy and solutions to overcome these obstacles. The research method used is a case study with a qualitative approach. The key informants in this research were four prospective vocational education teachers at one of the PTNs in Indonesia. The research results obtained are: (1) Prospective teachers are ready to integrate digital technology into the learning process; (2) Several obstacles in integrating digital literacy include: internet network, understanding applications, application costs, difficulty focusing, forgetting passwords, insufficient devices, ownership of devices, security, and language issues; (3) Prospective teachers overcome obstacles by: moving places, training, web cracking, conducive environment, free applications, data security, buying devices, borrowing devices, and robust internet access.