Teacher Digital Literacy Based on the Pillars of Skill, Ethics, Safety, and Culture

Authors

  • Erdhi Widyarto Nugroho Soegijapranata Catholic University Author
  • Albertus Dwiyoga Widiantoro Soegijapranata Catholic University Author
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DOI:

https://doi.org/10.63158/SCD.v3i1.39

Keywords:

Digital Culture, Digital Ethics, Teachers, Digital Literacy

Abstract

Digital transformation in education demands that teachers possess adequate digital literacy competencies to enable them to fulfill their roles as facilitators, educators, and agents of change. This activity aims to map the digital literacy levels of teachers within the Surakarta Christian Education Association (PPKS) based on the four pillars of digital literacy established by the Ministry of Communication and Information Technology (Kominfo): Digital Skills, Digital Ethics, Digital Security, and Digital Culture. The method used was a quantitative survey with a Likert-based questionnaire distributed online to 171 teachers from kindergarten to vocational high school levels. The data obtained were analyzed based on age, educational level, and school of origin. The survey results showed that the average digital literacy score for PPKS teachers was 3.467 (on a scale of 5), slightly below the 2022 national average of 3.54. The pillar with the highest score was Digital Culture (3.949), while the lowest score was Digital Ethics (2.72). It was found that teachers under 30 years of age and high school level had the highest digital literacy levels. Based on these findings, recommendations were developed for digital literacy training focused on increasing awareness of digital ethics and security, as well as adapting to artificial intelligence-based technology. This activity is expected to form the basis for developing contextual and sustainable training programs to improve the quality of learning in the digital era.

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Published

2025-06-30

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Articles

How to Cite

Teacher Digital Literacy Based on the Pillars of Skill, Ethics, Safety, and Culture. (2025). Journal of Sustainable Communities and Development, 3(1), 39-48. https://doi.org/10.63158/SCD.v3i1.39

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