<![CDATA[The study explores lecturers' perceptions and readiness toward implementing the HOT-Teach learning model supported by digital smart books in Microteaching courses for prospective teachers. Using a descriptive qualitative research design, data were collected from six lecturers at the Faculty of Teacher Training and Education, Universitas Baturaja, through semi-structured interviews analyzed using Miles, Huberman, and Saldaña's qualitative analysis procedures. The findings reveal that lecturers hold consistently positive perceptions of HOT-Teach across eight dimensions: conceptual quality, practicality, benefits for students, impact on lecturers, technological readiness, technological barriers, pedagogical readiness, and motivational readiness. Lecturers recognized the model as theoretically coherent, innovative, and aligned with higher-order thinking skills (HOTS) development objectives. They identified substantial student benefits including enhanced critical thinking, creativity, collaboration, and reflection. Regarding readiness, lecturers demonstrated willingness to redesign instructional components, moderate-to-good confidence in using digital tools, and strong motivation grounded in professional values and student benefit. However, implementation requires substantial preparation time, higher facilitation skills, and institutional support including professional development, technical resources, and teaching load adjustments. The study concludes that lecturers possess both positive perceptions and substantial readiness to adopt HOT-Teach, positioning them as capable agents of pedagogical innovation. Success depends on creating systemic conditions institutional policies, professional development, and technical support that sustain individual readiness and enable effective implementation in teacher education contexts.]]>
Copyrights © 2026
