INVESTIGATING THE CHALLENGES OF DIGITAL COMPETENCE AMONG ENGLISH TEACHERS IN METRO LAMPUNG JUNIOR HIGH SCHOOLS

DOI: https://doi.org/10.33650/pjp.v13i1.14665
Authors

(1) * Umi Yawisah   (Universitas Islam Negeri Jurai Siwo, Lampung)  
        Indonesia
(2)  Yeasy Agustina Sari   (Universitas Islam Negeri Jurai Siwo, Lampung)  
        Indonesia
(3)  Suhono Suhono   (Universitas Ma'arif Lampung, Lampung)  
        Indonesia
(4)  Raga Driyan Pratama   (Universitas Negeri Malang, East Java)  
        Indonesia
(5)  Andi Mappewali   (Universitas Muhammadiyah Palu, Central Sulawesi)  
        Indonesia
(*) Corresponding Author

Abstract


This study aims to investigate the problem of Digital Competence 2.2 of English instructors of Metro Lampung junior high school. This qualitative study used semi-structured interviews with 20 English teachers from public and private junior high schools in urban, semi-urban and rural areas. Participants were purposefully sampled to represent a variety of teaching scenarios. The five DigComp 2.2 competence areas: Information & Data Literacy, Communication & Collaboration, Digital Content Creation, Safety, and Problem were used to analyze data using theme analysis. Solving- Triangulation, member checking, and peer debriefing were used to establish trustworthiness. The results suggest teachers confront different barriers in the DigComp areas. Teachers are challenged in information and data literacy with search methods, information verification, and digital file management. Basic messaging apps are used more for communication and cooperation than pedagogically rich collaborative systems. The biggest issues teachers have included lack of confidence in designing digital materials, understanding copyright rules, and adapting multimedia resources. Teachers are less aware of data security, cyber hygiene, and digital well-being.

Keywords

Digital Competence; English Language Teachers; Teacher Digital Literacy.



Full Text: PDF



References


Alenezi, M., Wardat, S., & Akour, M. (2023). The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities. Sustainability, 15(6), 4782-4782. https://doi.org/10.3390/SU15064782

Auernhammer, J., Ohashi, T., Liu, W., Dritsas, E., Trigka, M., Troussas, C., & Mylonas, P. (2025). Multimodal Interaction, Interfaces, and Communication: A Survey. Multimodal Technologies and Interaction 2025, Vol. 9, Page 6, 9(1), 16-27. https://doi.org/10.3390/MTI9010006

Bitar, N., & Davidovich, N. (2024). Transforming Pedagogy: The Digital Revolution in Higher Education. Education Sciences 2024, Vol. 14, Page 811, 14(8), 811-823. https://doi.org/10.3390/EDUCSCI14080811

Cabero-Almenara, J., Guillen-Gamez, F. D., Ruiz Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26(4), 4691–4708. https://doi.org/10.1007/s10639-021-10476-5

Caena, F., & Redecker, C. (2019). Aligning Teacher Competence Frameworks to 21st Century Challenges: The Case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356–369. https://doi.org/10.1111/EJED.12345

Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens With eight proficiency levels and examples of use. Publications Office of the European Union, 21(5), 222–235.

Creswell, J. W., & Cheryl N. Poth. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches - John W. Creswell, Cheryl N. Poth - Google Books. Sage publications.

Danzan, T., Sambuu, U., Chuluunbat, M., Avkhinsukh, T., & Sandag, E. (2025). ICT readiness of secondary school teachers: Mongolian case study. Contemporary Educational Technology, 17(3), 70-80. https://doi.org/10.30935/cedtech/16531

Eşki, M., Sanchez, H. S., & Walsh, S. (2025). Navigating digital teaching in Spain during the COVID-19 pandemic: how language teacher educators enhance and integrate digital literacy and resilience. Cogent Education, 12(1), 2518812. https://doi.org/10.1080/2331186X.2025.2518812

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531.

Garavaglia, A., Petti, L., & Triacca, S. (2022). Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education. Communications in Computer and Information Science, 1649 CCIS, 59–70. https://doi.org/10.1007/978-3-031-20777-8_5

Garcia-Sampedro, M., Agudo Prado, S., & Torralba-Burrial, A. (2026). Pre-service teachers’ skills development through educational video generation. European Journal of Teacher Education, 49(2), 296-314. https://doi.org/10.1080/02619768.2024.2323925

Ghafouri, M., Hassaskhah, J., & Mahdavi-Zafarghandi, A. (2024). From virtual assistant to writing mentor: Exploring the impact of a ChatGPT-based writing instruction protocol on EFL teachers’ self-efficacy and learners’ writing skill. Language Teaching Research, 13621688241239764. https://doi.org/10.1177/13621688241239764

Gisbert Cervera, M., & Lázaro Cantabrana, J. L. (2015). Professional development in teacher digital competence and improving school quality from the teachers’ perspective: a case study. Journal of New Approaches in Educational Research, 4(2), 115-122. https://doi.org/10.7821/NAER.2015.7.123

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. https://doi.org/10.1080/09588221.2012.700315

Guàrdia, L., Maina, M., Mancini, F., & Martinez Melo, M. (2023). Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective. Applied Sciences 2023, Vol. 13, Page 2450, 13(4), 2450. https://doi.org/10.3390/APP13042450

Guitert, M., Romeu, T., & Baztán, P. (2021). The Digital Competence Framework for Primary and Secondary Schools in Europe. European Journal of Education, 56(1), 133–149. https://doi.org/10.1111/EJED.12430

Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence : An Emergent Boundary Concept for Policy and Educational Research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/S10639-014-9346-4/TABLES/3

K. S., A., & Batta, A. (2024). The Role of Technology in Enhancing English Language Learning: A Study of Digital Tools in the ELT Classroom. Frontiers in Health Informatics, 13(6), 67-78.

Kaarakainen, M. T., & Saikkonen, L. (2021). Multilevel analysis of the educational use of technology: Quantity and versatility of digital technology usage in Finnish basic education schools. Journal of Computer Assisted Learning, 37(4), 953–965. https://doi.org/10.1111/JCAL.12534

Kahfi, M., Srirahayu, E., & Nurparida. (2021). Penerapan Multimedia Interaktif Untuk Meningkatkan Motivasi Belajar dan Hasil Belajar Siswa Pada Pembelajaran IPA. Petik: Jurnal Pendidikan Teknologi Informasi Dan Komunikasi, 7(1), 63–70. https://doi.org/10.4236/CE.2014.53021

Kakogianni, E., Petrou, A., Kasapidis, V., Konstantinidi, N. P., Kostalias, K., & Tarali, M. (2025). Integrating Digital Tools in Education: Enhancing Interactive and Personalized Learning Experiences. European Journal of Education and Pedagogy, 6(6), 121–132. https://doi.org/10.24018/EJEDU.2025.6.6.31022

Kerimbayeva, B. T., Niyazova, G. Z., Meirbekov, A. K., Kibishov, A. T., & Usembayeva, I. B. (2024). A network communicative culture for future teachers: development of digital literacy and communicative competence. Cogent Education, 11(1), 2363678. https://doi.org/10.1080/2331186X.2024.2363678

Kiryakova, G., & Kozhuharova, D. (2024). The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age. Education Sciences 2024, Vol. 14, Page 507, 14(5), 507-519. https://doi.org/10.3390/EDUCSCI14050507

Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S. Y., & Shaikh, S. (2023). A Systematic Review on the Use of Emerging Technologies in Teaching English as an Applied Language at the University Level. Systems 2023, Vol. 11, Page 42, 11(1), 42-51. https://doi.org/10.3390/SYSTEMS11010042

Miguel-Revilla, D., Martínez-Ferreira, J. M., & Sánchez-Agustí, M. (2020). Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model. Australasian Journal of Educational Technology, 36(2), 1–12. https://doi.org/10.14742/ajet.5281

Milana, M., Brandi, U., Hodge, S., Hoggan-Kloubert, T., & Morris, T. H. (2025). Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning. International Journal of Lifelong Education, 44(2), 127–130. https://doi.org/10.1080/02601370.2025.2472553

Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171–3195. https://doi.org/10.1007/S10639-021-10739-1/FIGURES/6

Morales-Cevallos, M. B., Alonso-García, S., Martínez-Menéndez, A., & Victoria-Maldonado, J. J. (2025). Artificial Intelligence Adoption Amongst Digitally Proficient Trainee Teachers: A Structural Equation Modelling Approach. Social Sciences, 14(6), 355-368. https://doi.org/10.3390/socsci14060355

Musliadi, M., Triyono, S., & Jamilah, J. (2024). Enhancing speaking agility: Unveiling Indonesian lecturers’ hybrid teaching experiences in oral communication skills. Language Learning in Higher Education, 14(2), 401–433. https://doi.org/10.1515/CERCLES-2024-0018/Machinereadablecitation/Ris

Nguyen, L. A. T., & Habók, A. (2024). Tools for assessing teacher digital literacy: a review. Journal of Computers in Education, 11(1), 305–346. https://doi.org/10.1007/s40692-022-00257-5

Nguyen, T. Q., Ngoc, P. T. A., Hoang, H. A., Duy, D. P. T., Hiep, P. C., McClelland, R., & Noroozi, O. (2024). Digital competence of Vietnamese citizens: An application of digcomp framework and the role of individual factors. Education and Information Technologies, 29(15), 19267–19298. https://doi.org/10.1007/s10639-024-12585-3

Olofsson, A. D., Fransson, G., & Lindberg, J. O. (2020). A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative. Educational Studies, 46(6), 727–743. https://doi.org/10.1080/03055698.2019.1651694

Pettersson, F. (2018). On the issues of digital competence in educational contexts – a review of literature. Education and Information Technologies, 23(3), 1005–1021. https://doi.org/10.1007/S10639-017-9649-3/TABLES/1

Quoc Tran, T., My Duong Ho Chi, T., H Nguyen Dinh Tien Hoang High School, D. T., & Ria-Vung Tau, B. (2023). The Use of Edtech Apps in English Language Learning: EFL Learners’ Perspectives, 13(5), 1115-1123. https://doi.org/10.17507/tpls.1305.04

Rahmawati, S., Prestridge, S., Abdullah, A. G., & Widiaty, I. (2025). Unpacking the digital competence challenge in vocational education: A case from Indonesia. Social Sciences and Humanities Open, 12. https://doi.org/10.1016/j.ssaho.2025.101803

Rawal, D. M. (2024). Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India. Journal of Professional Capital and Community, 9(3), 173–195. https://doi.org/10.1108/JPCC-01-2024-0016

Redecker, C., & Punie, Y. (2017). Digital competence of educators. Edited by Yves Punie. https://doi.org/10.2760/178382

Robandi, B., Setiawardani, W., & Apriyanto, A. (2025). Factors Influencing the Pedagogical Competence of Elementary School Teachers in the Digital Era: A Survey Study. Journal of General Education and Humanities, 4(2), 561–574. https://doi.org/10.58421/GEHU.V4I2.421

Rustandi, J., Rizal Ansori, M., Fahlepi, R., Baturaja, S., & Sumber Agung OKU Timur, S. N. (2024). Teacher Competence In The Digital Era A Phenomenological Study. Jurnal Konseling Pendidikan Islam, 5(2), 527–534. https://doi.org/10.32806/JKPI.V5I2.212

Saidi, S. B. B., & Hussein, N. H. B. (2024). Conceptualising Intercultural Literacy: Narratives from English Language Teachers. Jurnal Arbitrer, 11(3), 334–347. https://doi.org/10.25077/ar.11.3.334-347.2024

Saikkonen, L., & Kaarakainen, M. T. (2021). Multivariate analysis of teachers’ digital information skills-The importance of available resources. Computers & Education, 168, 104206. https://doi.org/10.1016/j.compedu.2021.104206

Shadiev, R., & Wang, X. (2022). A Review of Research on Technology-Supported Language Learning and 21st Century Skills. Frontiers in Psychology, 13, 897689. https://doi.org/10.3389/FPSYG.2022.897689/TEXT

Shadiev, R., & Yang, M. (2020). Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability 2020, Vol. 12, Page 524, 12(2), 524-535. https://doi.org/10.3390/SU12020524

Singh, J., Evans, E., Reed, A., Karch, L., Qualey, K., Singh, L., & Wiersma, H. (2022). Online, Hybrid, and Face-to-Face Learning Through the Eyes of Faculty, Students, Administrators, and Instructional Designers: Lessons Learned and Directions for the Post-Vaccine and Post-Pandemic/COVID-19 World. Journal of Educational Technology Systems, 50(3), 301–326. https://doi.org/10.1177/00472395211063754

Stockwell, G. (2024). ChatGPT in Language Teaching and Learning: Exploring the Road We’re Travelling. Technology in Language Teaching and Learning, 6(1), 2273-2273. https://doi.org/10.29140/tltl.v6n1.2273

Suhono, S., Cahyono, B. Y., Eliyanah, E., Hidayati, M., Pratama, R. D., Sahyoni, S., & Hidayatullah, M. H. (2025). Digital Literacy and Digital Competence among EFL Teachers: A Systematic Literature Review. Online Learning In Educational Research (OLER), 5(2), 519–536. https://doi.org/10.58524/OLER.V5I2.798

Syahid, A., Sutarman, S., Rahmatyar, A., Meldina, D., & Dewi, D. A. (2026). Fake News in Hate Speech Containing Ethnicities, Religions, Races and Intergroup (SARA) on Indonesian Social Media: A Forensic Linguistics Study. Anglophile Journal, 6(1), 1–16. https://doi.org/10.51278/ANGLOPHILE.V6I1.2526

Tan, L., Thomson, R., Koh, J. H. L., & Chik, A. (2023). Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK. Sustainability (Switzerland), 15(13), 10190. https://doi.org/10.3390/su151310190

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695–6726.

Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/S11423-016-9481-2/TABLES/6

Vaivio, J. (2012). Interviews – Learning the Craft of Qualitative Research Interviewing. European Accounting Review, 21(1), 186–189. https://doi.org/10.1080/09638180.2012.675165

Van Audenhove, L., Vermeire, L., Van den Broeck, W., & Demeulenaere, A. (2024). Data Literacy in the New EU DigComp 2.2 Framework How DigComp Defines Competences on Artificial Intelligence, Internet of things and Data. Information and Learning Sciences, 125(5–6), 406–436. https://doi.org/10.1108/ILS-06-2023-0072

Wei, F.-C., Kao, L.-J., Chang, C.-T., & Chung, J.-Y. (2025). Enhancing nursing education through e-portfolios: evaluating the impact on learning effectiveness, self-efficacy, and job satisfaction of NPGY trainees. BMC Medical Education, 25(1), 1132-1141. https://doi.org/10.1186/s12909-025-07497-w

Willermark, S., Olofsson, A. D., Lindberg, J. O., & Godhe, A.-L. (2024). Chapter 13 Swedish teachers’ digital competence – infrastructures for teaching and working. Digitalization and Digital Competence in Educational Contexts: A Nordic Perspective from Policy to Practice, 194–206. https://doi.org/10.4324/9781003355694-19

Xie, Y., Yang, L., Zhang, M., Chen, S., & Li, J. (2025). A Review of Multimodal Interaction in Remote Education: Technologies, Applications, and Challenges. Applied Sciences 2025, Vol. 15, Page 3937, 15(7), 3937-3946. https://doi.org/10.3390/APP15073937

Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A. A. A. (2025). The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability 2025, Vol. 17, Page 1133, 17(3), 1133-1140. https://doi.org/10.3390/SU17031133

Zamhari, A., Huda, M., Rosyada, D., & Nata, A. (2024). Challenges of mastering information and communication technology literacy competence for teachers in the age of digital learning. In Religion, education, science and technology towards a more inclusive and sustainable future (pp. 113-117). Routledge. https://doi.org/10.1201/9781003322054-18


Dimensions, PlumX, and Google Scholar Metrics

10.33650/pjp.v13i1.14665


Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Umi Yawisah, Yeasy Agustina Sari, Suhono Suhono, Raga Driyan Pratama, Andi Mappewali


This work is licensed under a CC BY-SA

Published by Institute for Publication, Research, and Community Service of Nurul Jadid University, Probolinggo, East Java, Indonesia.