Mapping digital competence: An assessment of high school teachers in Bukittinggi, Indonesia

Muhammad Teguh Brillian

Abstract


This study examined the digital competence of high school teachers in Bukittinggi, Indonesia, using the UNESCO ICT Competence Framework for Teachers (ICT-CFT). Although research on teacher digital competence is growing internationally, studies in the Indonesian context are still limited. A quantitative survey was conducted with 154 teachers from seven schools. The instrument was adapted into Bahasa Indonesia, validated by experts through the Content Validity Index, and tested for reliability using KR-20 and Cronbach’s Alpha. Data were analyzed descriptively to map teacher attainment across six ICT-CFT aspects and three competence levels. The findings show strong performance in Level 2 (knowledge deepening) across all domains, with means ranging from 3.6 to 4.2 and high proportions of teachers meeting the threshold (73.5–98.7%). In contrast, Level 3 (knowledge creation) remains inconsistent, with the lowest results in teacher professional learning (36.8%). These outcomes indicate that ICT is integrated into daily practice, but open collaboration and OER creation are still weak. The study suggests embedding OER-focused training in national programs such as PembaTIK and strengthening virtual teacher communities to foster collaboration. Future research should expand to other Indonesian regions to compare contexts and enhance generalizability.

Keywords


Digital Competence; ICT-CFT Framework; High School Teachers; UNESCO

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References


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DOI: https://doi.org/10.15548/jostech.v5i2.11443

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