Determinants of Teachers’ Digital Literacy: The Role of Capacity Building, Career Inclusion, and Digital Platform Engagement
DOI:
https://doi.org/10.61987/bamj.v3i1.1303Keywords:
Digital Literacy, Capacity Building, Career Inclusion , Merdeka MengajarAbstract
This study aims to examine the effects of capacity building, career inclusion, and the use of the Merdeka Mengajar Platform on teachers’ digital literacy. A quantitative correlational design was employed, involving 18 teachers selected through total sampling. The research instrument, developed based on the DigCompEdu framework, demonstrated strong validity (Corrected Item-Total Correlation = 0.466–0.847) and high reliability (Cronbach’s Alpha = 0.906). Data were analyzed using simple and multiple regression techniques. The results indicate that capacity building (B = 0.974; p < 0.001), career inclusion (B = 0.919; p < 0.001), and platform usage (B = 0.889; p < 0.001) each have a positive and significant effect on teachers’ digital literacy. Simultaneously, these variables show a significant combined effect (F = 17.706; p < 0.001), explaining 79.1% of the variance (R² = 0.791). These findings imply that enhancing teachers’ digital literacy requires not only technical training but also systemic support through professional development, inclusive career pathways, and sustained engagement with digital platforms. An integrated strategy is essential to accelerate teachers’ digital readiness in contemporary educational contexts.
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