<![CDATA[The transformation of education in the digital age demands the effective integration of technology; however, there is a real challenge in the form of limited initial diagnostic mapping of teachers’ digital competence profiles, particularly at the upper primary level (Years 4, 5 and 6), which requires higher-order thinking skills (HOTS). This study aims to comprehensively describe the digital competence profiles of upper-year primary school teachers based on the variables of age, educational background, and training experience in the Solo Raya region, which has disparities in technology access. The research method employed was descriptive quantitative analysis. The sample was selected using proportionate stratified random sampling from the population of upper-year teachers in Solo Raya. Data were collected using a questionnaire measuring aspects of device mastery, adaptability, and integration of digital devices within the Technological Knowledge (TK) domain, and were analysed using descriptive analysis and cross-tabulation. The results indicate that teachers’ digital competencies fall within the moderate to high range for digital communication and administration, but are low in the creation of interactive multimedia content and moderate in technical problem-solving (troubleshooting). A dichotomy in competencies was found to be linked to age; younger teachers (Gen Z and Millennials) demonstrated strong TK but were weak in the Pedagogical Knowledge (PK) domain, whilst senior teachers (Gen X) possessed mature PK but were held back by low digital self-efficacy. Meanwhile, a Master’s degree (S2) was found to have a positive impact on the mastery of Technological Content Knowledge (TCK). This study concludes that the imbalance between domains means the ideal TPACK model has not yet been uniformly established, so the use of technology remains dominated by the consumption of information rather than the production of learning content to design a roadmap for sustainable pedagogical transformation.]]>
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