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All Journal International Journal of Teaching and Learning (INJOTEL)
Sahri Romadon
MTs NU 24 Darul Ulum, Indonesia
Education Mathematics Other

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TEACHER PROFESSIONAL DEVELOPMENT IN THE ERA OF SOCIETY 5.0: REDEFINING COMPETENCIES FOR FUTURE CLASSROOMS Sahri Romadon; Rufiatun Rufiatun; Alfi Anita Rahman; Falis Ulil Hidayah
International Journal of Teaching and Learning Vol. 3 No. 1 (2025)
Publisher : Adisam Publisher

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Abstract

This study aims to reanalyze teacher competency needs in the Society 5.0 era, where digital technology and artificial intelligence are deeply integrated into social, economic, and educational life. The role of teachers in this context is no longer limited to imparting knowledge but also encompasses the ability to manage collaborative, data-driven learning, and be responsive to technological developments and student needs. The study was conducted using a literature review method, examining various research findings, academic articles, and policy reports related to teacher professional development in the digital era. The results indicate that teacher professional development must be directed at strengthening digital literacy, critical thinking skills, pedagogical creativity, cross-cultural communication competencies, and ethical skills in the use of technology. Furthermore, the paradigm shift toward the classroom of the future demands a sustainable development framework that is adaptive to technological and social changes. Thus, this study emphasizes the importance of redefining teacher competencies to address the challenges and capitalize on the opportunities presented by Society 5.0 in education.
EVIDENCE-BASED APPROACHES TO EDUCATIONAL TECHNOLOGY ADOPTION Sahri Romadon; Mohamad Munief; Alifatut Tadzkiroh; Marfuah Marfuah; Ahmad Nurhalim
International Journal of Teaching and Learning Vol. 4 No. 4 (2026): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.22264495

Abstract

This study aims to analyze the evidence-based approach to educational technology adoption by examining research findings regarding success factors, benefits, challenges, and implementation strategies within educational settings. A literature review approach was employed to identify, examine, and synthesize relevant research on the utilization of educational technology. The findings indicate that successful adoption is influenced by the quality of empirical evidence, the readiness of educators and learners, digital competence, institutional support, the alignment of technology with pedagogical goals, ease of use, infrastructure availability, and policy support. An evidence-based approach enables educational institutions to select and implement technologies based on proven effectiveness rather than merely on technological trends. Furthermore, continuous evaluation is essential to ensure that technology usage yields tangible impacts on learner engagement, experience, and learning outcomes. Thus, the application of evidence-based approaches can serve as a strategic foundation for institutions to build a technology-enabled learning ecosystem that is effective, adaptive, sustainable, and oriented toward learning needs.
Co-Authors Ahmad Nurhalim Alfi Anita Rahman Alifatut Tadzkiroh Falis Ulil Hidayah Marfuah Marfuah Mohamad Munief Rufiatun Rufiatun