Professional development strategies for educator teachers in technology integration: perspectives and practices
Edi Setiawan, Waras Kamdi, Hakkun Elmunsyah, Yuni RahmawatiPurpose
As digital transformation reshapes education systems, understanding how professional development (PD) supports teachers’ technology integration is increasingly critical, particularly in resource-constrained contexts. This study examines the PD experiences of Indonesian teacher educators and explores how institutional conditions shape classroom implementation.
Design/methodology/approach
A mixed-methods explanatory design was employed, combining survey data (N = 100), semi-structured interviews (n = 20) and classroom observations (n = 10). Quantitative analyses included descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analyzed thematically to capture contextual dynamics.
Findings
Participants reported high technological confidence and positive perceptions of PD, yet technology integration remained moderate and uneven. PD effectiveness showed a positive bivariate association with integration (r = 0.284, p < 0.01), whereas training needs were weakly and non-significantly related (r = −0.135, p > 0.05). However, in the multivariate model, both variables emerged as significant negative predictors, suggesting a more complex relationship. Qualitative findings offer possible contextual explanations. Infrastructural limitations, institutional inconsistency and patterns of symbolic technology use may constrain the translation of professional learning into practice. Peer collaboration and leadership support emerged as key enabling conditions.
Research limitations/implications
As the study focused on teacher educators within Indonesian higher education, generalizations to other educational levels should be made cautiously. Future longitudinal studies should explore how social and decisional capital evolve in shaping technology integration.
Practical implications
The study highlights the need for contextually grounded PD models emphasizing collaboration, mentoring, and institutional trust. Strengthening social and decisional capital may foster equitable and sustainable digital pedagogical practices.
Social implications
This study illuminates the social dimensions of digital education by showing how trust-based peer mentorship and relational networks support inclusive and resilient professional learning ecosystems.
Originality/value
By integrating TPACK with Professional Capital, this study advances an ecosystemic perspective, positioning technology integration as a contextually mediated and relationally sustained professional practice.