TEACHER READINESS IN DIGITAL EDUCATION TRANSFORMATION: ANALYSIS LITERATURE ABOUT COMPETENCIES, CHALLENGES, AND SUPPORT SYSTEM

Abstract

Transformation digital education places teachers as actor key in integrate technology in a way pedagogical and sustainable. This article aim for analyze teacher readiness in transformation digital education through synthesis literature about digital competence, challenges implementation, and form support effective systemic research this use method studies literature with approach systematic narrative review to article journal international reputable and documents global policies issued in ten years last. Analysis results show that digital competence of teachers is construct multidimensional which includes aspect technical, pedagogical, social-emotional, as well as ethics and data security, and not can reduced to mastery tool solely. The literature also identifies that challenge main integration technology covers obstacle external, such as infrastructure and connectivity, as well as internal barriers, including belief pedagogical, self-efficacy, and readiness designing learning as well as meaningful digital assessment. In addition, the findings confirm that training one less time effective without support systemic in the form of development professional sustainable, teacher collaboration, and policy coherent education. This study conclude that teacher readiness in transformation digital education requires approach integrated that integrates competence, challenges empirical, and support systemic for produce practice impactful and sustainable digital learning.