<![CDATA[Digital transformation and the Industrial Revolution 4.0 require vocational teachers to adapt comprehensively. However, previous studies have generally examined teacher competency only partially and have not identified the dimensions of adaptation that should be prioritized. This study determines the priority of five dimensions of vocational teacher adaptation: Technology Adaptation (AT), Pedagogical Adaptation (AP), Vocational Content Adaptation (AKK), Teacher Role Adaptation (APG), and Sociocultural Adaptation (ASK). Using the Analytic Hierarchy Process (AHP) method, data were collected from 36 vocational teachers via a paired-comparison questionnaire on a Saaty scale of 1-9. After a consistency test, the responses of three respondents were eliminated, and then the remaining 33 assessments were aggregated using the geometric mean and weighted using the eigenvector method. The results showed that AP received the highest priority (23.2%), followed by APG (22.0%), AT (21.0%), AKK (18.6%), and ASK (15.3%). The Consistency Ratio of 0.063 indicates that the assessments are consistent. These findings imply that vocational teacher development policies should prioritize strengthening pedagogical competence and teachers' professional roles, with technology positioned as a pedagogically integrated learning tool within the Technological Pedagogical Content Knowledge (TPACK) framework.]]>
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