<![CDATA[This research aims to describe teachers' readiness to implement the deep learning approach in the Economics subject at high schools in Bulukumba Regency. The research uses a descriptive qualitative method with a field research approach. Data were obtained thru interviews, observations, and documentation from the relevant parties at SMKN 1 Bulukumba, SMAN 1 Bulukumba, and MAN 2 Bulukumba. The technique for selecting informants uses purposive sampling. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing. The research results indicate that teachers' readiness to implement deep learning is generally in the fairly good category. Teachers have understood deep learning as a learning approach that emphasizes deep, contextual, and learner-centered understanding. Teachers have also begun to implement more active learning methods thru discussions, projects, field observations, and the use of digital media such as Canva, Google Form, Quizizz, and ChatGPT. Nevertheless, the implementation of deep learning still faces various obstacles, especially the limitations of internet connectivity, the uneven distribution of digital facilities, and the differences in technological proficiency among teachers. Therefore, strengthening technological competencies, enhancing training, and equalizing learning facilities are necessary for the optimal implementation of deep learning]]>
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