<![CDATA[This study aims to examine strategies for improving digital literacy among students at SMK Negeri 6 Kupang through a digital sociology approach. Digital literacy is viewed as a 21st- century competency that is essential for vocational students' work readiness. The research method used a descriptive qualitative approach with observation, in-depth interviews, and documentation techniques. The research subjects were 21 informants consisting of students in grades XI-XII, teachers, and school policy makers. Data analysis followed the Miles, Huberman, and Saldana model with validity testing through source and method triangulation. The results showed: (1) students' digital literacy profiles were divided into three categories—active-critical users (23%), active-consumptive users (45%), and passive users (32%); (2) determinant factors included infrastructure, teacher competency, school policies, and the social environment; (3) school strategies implemented through curriculum integration, e-learning, IDUKA collaboration, teacher development, and digital competitions; and (4) real impacts on improving critical thinking, information verification skills, and technology-based work readiness. The findings confirm that digital literacy is a social construct shaped by the educational ecosystem as a whole. The implications of this study highlight the importance of ecosystem-based digital literacy policies in vocational education through curriculum integration, teacher capacity development, infrastructure strengthening, and collaboration with industry to support students’ critical thinking, digital identity formation, and work readiness in the digital era.]]>
Copyrights © 2026
