<![CDATA[This study aims to examine the development of teacher professional competencies in facing the 21st century digital era. This study aims to: (1) examine the concept of teacher professional competencies from the perspective of the digital era; (2) identify the challenges faced by teachers in developing professionalism in the digital era; (3) formulate effective strategies for developing teacher professional competencies in the digital era; and (4) develop an effective, contextual, and sustainable model for developing teacher professional competencies in Makassar City. This study uses a mixed methods approach with an explanatory sequential design. The population includes all Madrasah Tsanawiyah (MTs) teachers in Makassar City from 53 public and private madrasas, with a sample of 456 teachers selected by random sampling. Data were collected through TPACK and DigCompEdu questionnaires, in-depth interviews with 20 key informants, classroom observations, and document analysis. The rapid development of information and communication technology (ICT) requires teachers to continuously improve their competencies in order to be able to produce competent and globally competitive students. The results of the theoretical study indicate that teacher professional competencies in the digital era include mastery of TPACK (Technological Pedagogical Content Knowledge), digital literacy, and 21st-century competencies (4C). Key challenges include the digital divide, resistance to paradigm shifts, and limitations in ongoing training programs. Recommended strategies include strengthening digital literacy, integrating TPACK, developing innovative learning models, and digital-based Continuing Professional Development (CPD). These findings are expected to provide an empirical basis for policymakers in designing more effective teacher development programs. Keywords: Teacher professional competence , Digital era, TPACK, Digital literacy; Continuous professional development]]>
Copyrights © 2026
