Online digital literacy training for Indonesian teachers using UNESCO DLGF and AI competency framework

Heru Wijayanto Aripradono; Yundi Christie Nandani

doi:10.17509/dedicated.v4i1.575

Authors

Heru Wijayanto Aripradono International University of Batam
Yundi Christie Nandani Sociopreneur Indonesia

DOI:

https://doi.org/10.17509/dedicated.v4i1.575

Keywords:

AI literacy, digital literacy, digital transformation, teachers' training, UNESCO DLGF

Abstract

Indonesia's rapid digital transformation demands that teachers develop strong digital literacy competencies. However, persistent gaps, particularly in data literacy, applied technical problem-solving, and digital content creation, have not been fully addressed by existing training programs. The emergence of AI in education further increases competency demands that are not widely accommodated by current teacher professional development initiatives. This community service article reports on a two-session online digital literacy training involving 137 teachers from elementary, junior high, senior high, and vocational high schools across 26 provinces in Indonesia. The training was designed based on the UNESCO Global Framework of Reference on Digital Literacy Skills and expanded upon by the UNESCO AI Competency Framework for Teachers. Outcomes were measured through a post-training self-assessment survey, and findings indicate that participants reported high to very high digital literacy self-efficacy after the training. Ethics and Security emerged as the strongest dimensions, while data literacy remained the weakest area, reflecting the difficulty of building critical information-evaluation skills through short-term interventions. Applied technical problem-solving and digital content integration were also identified as follow-up priorities. This training confirms that online professional development grounded in a global framework is a measurable strategy for building teachers' digital literacy nationally.

Abstrak

Transformasi digital Indonesia yang pesat menuntut guru untuk mengembangkan kompetensi literasi digital yang kuat. Namun, kesenjangan yang persisten, terutama dalam literasi data, pemecahan masalah teknis terapan, dan pembuatan konten digital, belum sepenuhnya diatasi oleh program pelatihan yang ada. Kemunculan AI dalam pendidikan semakin menambah tuntutan kompetensi yang belum banyak diakomodasi oleh inisiatif pengembangan profesional guru saat ini. Artikel pengabdian ini melaporkan pelatihan literasi digital daring dua sesi yang melibatkan 137 guru dari jenjang SD, SMP, SMA, dan SMK di 26 provinsi di Indonesia. Pelatihan dirancang berdasarkan UNESCO Global Framework of Reference on Digital Literacy Skills dan diperluas dengan UNESCO AI Competency Framework for Teachers. Hasil diukur melalui survei penilaian diri pasca pelatihan dan temuan menunjukkan bahwa peserta melaporkan efikasi diri literasi digital yang tinggi hingga sangat tinggi setelah mengikuti pelatihan. Etika dan Keamanan menjadi dimensi terkuat, sementara literasi data tetap menjadi area yang relatif paling lemah, mencerminkan sulitnya membangun keterampilan evaluasi informasi kritis melalui intervensi jangka pendek. Pemecahan masalah teknis terapan dan integrasi konten digital juga teridentifikasi sebagai prioritas tindak lanjut. Pelatihan ini menegaskan bahwa pengembangan profesional daring berbasis kerangka global merupakan strategi yang terukur untuk membangun literasi digital guru secara nasional.

Kata Kunci: literasi AI; literasi digital; pelatihan guru; transformasi digital; UNESCO DLGF

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