<![CDATA[This study examines the readiness of elementary school teachers in Sintang District, Indonesia, to implement deep learning based on four dimensions: knowledge, attitudes, skills, and institutional support. A quantitative survey using a Likert-scale questionnaire was conducted with 250 teachers from 37 elementary schools selected through proportional stratified random sampling. The data were analyzed using descriptive statistics and Spearman’s correlation. The findings indicate that teachers’ internal readiness was high in terms of knowledge (M = 22.17; SD = 2.40), attitudes (M = 10.06; SD = 1.52), and skills (M = 50.18; SD = 5.08), with significant positive correlations among the internal variables (? = 0.337–0.457; p < 0.01). In contrast, institutional support was moderate (M = 14.46; SD = 3.51) and negatively correlated with attitudes (? = ?0.223; p < 0.01) and skills (? = ?0.303; p < 0.01), indicating a misalignment between institutional policies and implementation practices. These findings suggest that the transformation of learning is primarily influenced by teachers’ internal capacities, while institutional support needs to be better aligned with teachers’ needs to ensure more effective implementation.]]>
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