<![CDATA[The increasing adoption of digital technologies in education has highlighted the need for effective teacher training to improve instructional quality and professional development. However, empirical evidence on the effectiveness of interactive learning technology in vocational teacher training remains limited. This study examines the influence of interactive learning technology on teacher performance and professional competence among teachers participating in training programs at the Technical Development and Vocational Skills Unit (UPT) in East Java, Indonesia. A quantitative approach was employed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with data collected from 156 teachers. The findings indicate that interactive learning technology positively enhances teacher performance, which subsequently contributes to the improvement of professional competence. Teachers' initial knowledge was identified as the strongest factor influencing both performance and competence. The study highlights the importance of integrating interactive digital technologies with teachers' prior knowledge to maximize the effectiveness of professional development programs. These findings contribute to the growing literature on technology-enhanced teacher development and provide practical implications for designing more effective vocational teacher training programs.]]>
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