Abstract

This research aims to: Phase 1: To examine the components, indicators, current conditions, desirable conditions,
and needs assessment. Phase 2: To develop a competency development program. Phase 3: To investigate the outcomes of program implementation. The sample size was determined using the Krejcie and Morgan table, resulting in 368 participants selected through multistage sampling. The research instrument demonstrated reliability coefficients of 0.71 for the current status dimension and 0.81 for the desired status dimension. Data analysis was performed using percentage, mean, standard deviation, and the Modified Priority Need Index (PNI _modified). Research findings indicate that: 1. The results confirmed 8 components of digital literacy competency (1) knowledge and understanding of digital technology; (2) search, use, and access; (3) tools and technology; (4) digital technology creativity and innovation; (5) digital media literacy for teaching; (6) communication and coordination; (7) identity and quality of life; and (8) ethics in digital technology media use. 2. The developed program spanned 100 hours and was structured around seven key elements: 1) Establishing Objectives/Goals, 2) Needs Analysis, 3) Planning, 4) Design, 5) Content, 6) Duration, and 7) Evaluation of Development Results. The program was implemented based on the 70:20:10 Learning Model. 3. Results indicated that for the 27 participating student teachers, the mean score for digital literacy competency before the program was 14.25, categorized as ‘moderate.’ Following the development program, the mean score rose to 18.40 out of 20, reflecting a ‘high’ level of competency. Notably, 100% of the students achieved the passing criteria of 80%.

This work is licensed under a Creative Commons Attribution 4.0 License.