Determinants of digital competence among English language teachers in Indonesian madrasahs
DOI:
https://doi.org/10.17509/n68yf650Keywords:
Digital competence, digital literacy, digital pedagogy, English language teachersAbstract
Digital competence seems to be important for teachers in today’s disruptive era. However, research on the determinants of digital competence among language teachers, especially in Islamic schools or madrasahs, remains scarce. This study investigates the determinants of digital competence among English language teachers in Indonesian madrasahs by examining the roles of pedagogical ability, digital learning motivation, digital literacy identity, and perceived barriers. Using a quantitative cross-sectional design, data were collected via a 116-item questionnaire administered to 186 English teachers across multiple Indonesian regions and teaching-experience strata. After establishing internal consistency and construct validity, multiple regression analysis was employed to estimate the predictive contribution of each factor to teachers’ digital competence. The results indicate that digital literacy identity emerged as the most potent positive predictor, followed by digital learning motivation and pedagogical ability, while perceived barriers showed a small but negative association. These findings suggest that strengthening teachers’ identity as digitally capable professionals, alongside sustained motivational and pedagogical support, may be more impactful than focusing solely on technical training. The study contributes to applied linguistics and digital pedagogy by clarifying how identity- and motivation-related mechanisms shape the integration of technology in EFL teaching within faith-based, resource-diverse schooling contexts.
Downloads
References
Akbar, A., & Noviani, N. (2019). Tantangan dan solusi dalam perkembangan teknologi pendidikan di Indonesia. Prosiding Seminar Nasional Program Pascasarjana Universitas PGRI Palembang.
Alam, K., Erdiaw-Kwasie, M. O., Shahiduzzaman, M., & Ryan, B. (2018). Assessing regional digital competence: Digital futures and strategic planning implications. Journal of Rural Studies, 60, 60–69.
Ariansyah, K., Sirait, E. R. E., Nugroho, B. A., & Suryanegara, M. (2021). Drivers of and barriers to e-commerce adoption in Indonesia: Individuals’ perspectives and the implications. Telecommunications Policy, 45(8), 102219. https://doi.org/10.1016/J.TELPOL.2021.102219
Arteaga, M., & Valdiviezo, E. (2022). Digital competence among students of pedagogy and EFL teacher–students in Ecuador: A review of the existing literature (pp. 243–259). https://doi.org/10.1007/978-981-19-1738-7_13
Barboutidis, G., & Stiakakis, E. (2023). Identifying the factors to enhance digital competence of students at vocational training institutes. Technology, Knowledge and Learning, 28(2), 613–650. https://doi.org/10.1007/s10758-023-09641-1
Bawden, D. (2008). Origins and concepts of digital literacy. Digital Literacies: Concepts, Policies and Practices, 30, 17–32.
Biggins, D., Holley, D., Evangelinos, G., & Zezulkova, M. (2017). Digital Competence and Capability Frameworks in the Context of Learning, Self-Development and HE Pedagogy. In Digital Competence and Capability Frameworks (pp. 46–53). https://doi.org/10.1007/978-3-319-49625-2_6
Bull, P. H. (2013). Cognitive constructivist theory of multimedia: Designing teacher-made interactive digital. Creative Education, 04(09), 614–619. https://doi.org/10.4236/ce.2013.49088
Cayeni, W., & Utari, A. (2019). Penggunaan teknologi dalam pendidikan: Tantangan guru pada era revolusi industri 4.0. Prosiding Seminar Nasional Program Pascasarjana Universitas PGRI Palembang.
Chen, K.-C., & Jang, S.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741–752. https://doi.org/10.1016/j.chb.2010.01.011
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Dias-Trindade, S., & Moreira, J. A. (2020). Assessment of high school teachers on their digital competences. Magis, Revista Internacional de Investigación En Educación, 13, 1–21. https://doi.org/10.11144/Javeriana.m13.ahst
Dias-Trindade, S., Moreira, J. A., & Gomes Ferreira, A. (2020). Assessment of university teachers on their digital competences. Qwerty. Open and Interdisciplinary Journal of Technology, Culture and Education, 15(1). https://doi.org/10.30557/QW000025
Dong, Y., Xu, C., Chai, C., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147–157.
Dufva, T., & Dufva, M. (2019). Grasping the future of the digital society. Futures, 107, 17–28. https://doi.org/10.1016/j.futures.2018.11.001
European Commision. (2022). The digital competence framework for citizens - With new examples of knowledge, skills and attitudes. Joint Research Centre.
Fursykova, T., Habelko, O., & Chernii, V. (2022). The development of digital competence of future teachers in the process of distance learning. International Journal of Emerging Technologies in Learning (IJET), 17(10), 85–98. https://doi.org/10.3991/ijet.v17i10.28973
Galarce-Miranda, C., Gormaz-Lobos, D., Kersten, S., & Köhler, T. (2023). An Analysis of Barriers and Facilitators for the Development of Digital Competencies of Engineering Students. Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022).
Galimullina, E. Z., Ljubimova, Е. M., Mukhametshina, D. R., & Sozontova, E. A. (2022). Analysis of requirements for the digital competence of a future teacher. European Journal of Educational Research, volume-11-2022(volume-11-issue-3-july-2022), 1729–1745. https://doi.org/10.12973/eu-jer.11.3.1729
Gilster, P. (1997). Digital Literacy. Wiley Computer Pub.
Harris, J., Mishra, P., & Koehler, M. (2009a). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Harris, J., Mishra, P., & Koehler, M. (2009b). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
Hobbs, R., & Coiro, J. (2016). Everyone learns from everyone: Collaborative and interdisciplinary professional development in digital literacy. Journal of Adolescent & Adult Literacy, 59(6), 623–629.
Kay, R., & Knaack, L. (2009). Analysing the effectiveness of learning objects for secondary school science classrooms. Journal of Educational Multimedia and Hypermedia, 18(1), 113–135.
Kotlyarova, O., Povalyaeva, O., & Turko, U. (2022). Digital competence of teachers in the context of modern challenges and risks. Teoriya i Praktika Fizicheskoy Kultury, 12, 55–57.
Lemeshow, S. (1997). Besar sampel dalam penelitian kesehatan. Gadjah Mada University Press, 2.
Lilian, A. (2022). Motivational beliefs, an important contrivance in elevating digital literacy among university students. Heliyon, 8(12), e11913. https://doi.org/10.1016/j.heliyon.2022.e11913
Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). Classroom of the future. BRILL. https://doi.org/10.1163/9789460911040
Marna, J., Siwi, M., & Yani, S. (2020). The effect of social media, digital learning resources, and learning motivation on digital native learning outcomes in SMAN 2 Painan. 4th Padang International Conference on Education, Economics, Business and Accounting (PICEEBA-2 2019).
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003
Martín-Gutiérrez, Á., Díaz-Noguera, M. D., Hervás-Gómez, C., & Morales-Pérez, G. L. (2022). Models of future teachers’ adaptation to new post-pandemic digital educational scenarios. Sustainability, 14(21), 14291. https://doi.org/10.3390/su142114291
Martzoukou, K., Fulton, C., Kostagiolas, P., & Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413–1458. https://doi.org/10.1108/JD-03-2020-0041
Mezinov, V., Zakharova, M., & Nekhoroshikh, N. (2022). The digital culture development problem actualization among pedagogical students. AIP Conference Proceedings.
Muliastrini, N. (2022). New literacy sebagai upaya peningkatan mutu pendidikan sekolah dasar di abad 21. Jurnal Pendidikan Dasar Indonesia, 4(1), 115–125.
Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
Nuryani, D., & Handayani, D. (2020). New Literacy sebagai upaya peningkatan mutu pendidikan sekolah dasar di abad 21. Prosiding Seminar Nasional Program Pascasarjana Universitas PGRI Palembang.
Reeve, J. (2002). Self-determination theory applied to educational settings. In Handbook of self-determination research (pp. 183–203). University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Schmid, M., Brianza, E., & Petko, D. (2021). Self-reported technological pedagogical content knowledge (TPACK) of pre-service teachers in relation to digital technology use in lesson plans. Computers in Homan Behavior, 115.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. American Educational Research Association, 4–14.
Silva, J., Usart, M., & Lázaro-Cantabrana, J.-L. (2019). Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay. Comunicar, 27(61), 33–43. https://doi.org/10.3916/C61-2019-03
Syamsuar, S., & Reflianto, R. (2019). Pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era revolusi industri 4.0. . . E-Tech. Jurnal Ilmiah Teknologi Pendidikan.
Velandia Rodriguez, C. A., Mena-Guacas, A. F., Tobón, S., & López-Meneses, E. (2022). Digital teacher competence frameworks evolution and their use in Ibero-America up to the year the COVID-19 pandemic began: A systematic review. International Journal of Environmental Research and Public Health, 19(24), 16828. https://doi.org/10.3390/ijerph192416828
Yelubay, Y., Dzhussubaliyeva, D., Moldagali, B., Suleimenova, A., & Akimbekova, S. (2022). Developing future teachers’ digital competence via massive open online courses (MOOCs) . Journal of Social Studies Education Research, 13(2), 170–195.
Zhu, H., & Andersen, S. T. (2022). Digital competence in social work practice and education: experiences from Norway. Nordic Social Work Research, 12(5), 823–838. https://doi.org/10.1080/2156857X.2021.1899967
Published
Issue
Section
License
Copyright (c) 2026 Didin Nuruddin Hidayat, Maya Defianty, Ummi Kultsum, Jee Young Lee, Syahrul Ramadhan (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
