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Education Sciences
Volume 15
Issue 10
10.3390/educsci15101344
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This is an early access version, the complete PDF, HTML, and XML versions will be available soon.
Article

Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform

by
Muh Fitrah
1,2,
Anastasia Sofroniou
3,*,
Novi Yarmanetti
4,
Indriani H. Ismail
1,
Hetty Anggraini
4,
Ita Chairun Nissa
5,
Bakti Widyaningrum
1,
Irul Khotijah
6,
Prabowo Dwi Kurniawan
7 and
Dedi Setiawan
4
1
Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia
2
Department of Civil Engineering, Universitas Muhammadiyah Bima, Bima 84111, Indonesia
3
School of Computing and Engineering, University of West London, London W5 5RF, UK
4
Department of Primary Education, Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia
5
Doctoral Program in Educational Sciences, Postgraduate Faculty, Universitas Pendidikan Ganesha, Bali 81116, Indonesia
6
Educational Management, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia
7
Graduate Program in Electronics and Informatics Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta, Yogyakarta 55281, Indonesia
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(10), 1344; https://doi.org/10.3390/educsci15101344
Submission received: 22 August 2025 / Revised: 1 October 2025 / Accepted: 8 October 2025 / Published: 10 October 2025
(This article belongs to the Special Issue Supporting Learner Engagement in Technology-Rich Environments)
Review Reports Versions Notes

Abstract

The transformation of national education policy during Indonesia’s governmental era has led to regulatory disruptions through the rapid revocation of previous policies and swift introduction of new ones. This landscape requires teachers to possess technological proficiency as well as 21st-century competencies and pedagogical readiness to adopt innovative learning. This study examines the influence of technological knowledge and 21st-century competencies on teachers’ readiness to adopt deep learning pedagogy, while also exploring perceptions of opportunities and challenges. A sequential explanatory mixed-methods design was employed, involving a survey of 802 teachers from regions of Indonesia. The instrument comprised 25 items across three variables, validated by experts, and tested with confirmatory factor analysis, which showed acceptable fit and reliability. Quantitative data were analyzed statistically, while qualitative insights came from interviews with 30 teachers and analyzed thematically. Results indicate that 21st-century competencies (β = 0.639, R2 = 0.432) exert stronger influence than technological knowledge (β = 0.575, R2 = 0.310) in shaping readiness. The integration of connecting and embedding strategies revealed personal, structural, and cultural complexities in implementing deep learning. The study recommends localized training and partnerships with professional organizations, higher education institutions, and NGOs to generate systemic support for school reform toward learning organizations.
Keywords: deep learning pedagogy; educational policy reform; teacher readiness; technological knowledge; 21st-century competencies deep learning pedagogy; educational policy reform; teacher readiness; technological knowledge; 21st-century competencies

Share and Cite

MDPI and ACS Style

Fitrah, M.; Sofroniou, A.; Yarmanetti, N.; Ismail, I.H.; Anggraini, H.; Nissa, I.C.; Widyaningrum, B.; Khotijah, I.; Kurniawan, P.D.; Setiawan, D. Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform. Educ. Sci. 2025, 15, 1344. https://doi.org/10.3390/educsci15101344

AMA Style

Fitrah M, Sofroniou A, Yarmanetti N, Ismail IH, Anggraini H, Nissa IC, Widyaningrum B, Khotijah I, Kurniawan PD, Setiawan D. Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform. Education Sciences. 2025; 15(10):1344. https://doi.org/10.3390/educsci15101344

Chicago/Turabian Style

Fitrah, Muh, Anastasia Sofroniou, Novi Yarmanetti, Indriani H. Ismail, Hetty Anggraini, Ita Chairun Nissa, Bakti Widyaningrum, Irul Khotijah, Prabowo Dwi Kurniawan, and Dedi Setiawan. 2025. "Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform" Education Sciences 15, no. 10: 1344. https://doi.org/10.3390/educsci15101344

APA Style

Fitrah, M., Sofroniou, A., Yarmanetti, N., Ismail, I. H., Anggraini, H., Nissa, I. C., Widyaningrum, B., Khotijah, I., Kurniawan, P. D., & Setiawan, D. (2025). Are Teachers Ready to Adopt Deep Learning Pedagogy? The Role of Technology and 21st-Century Competencies Amid Educational Policy Reform. Education Sciences, 15(10), 1344. https://doi.org/10.3390/educsci15101344

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