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Teachers’ digital literacy overview in secondary school

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 1 (2024) · pp. 597–606

DOI
10.11591/ijere.v13i1.25747
ISSN
2620-5440, 2252-8822
Published
2024-02-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.

Keywords

Collaboration network of the authors

23 authors · 71 co-authorship links · 5 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Indonesia University of Education
  • Universitas Nurtanio
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Aditya Ramadhan IslamiAffiliation unknown3
Cica YuliaAffiliation unknown3
Dadang Lukman HakimAffiliation unknown3
Erfan HandokoAffiliation unknown3
Eri SubektiAffiliation unknown3
Johanes Adi PrihantonoUniversitas Nurtanio2
Ike Yuni WulandariUniversitas Nurtanio2
Agus SetiawanUniversitas Halu Oleo2
Heni PuspitaAffiliation unknown2
Erlian SupriyantoAffiliation unknown2
Muhammad Nur HudhaIndonesia University of Education1
Anna PermanasariIndonesia University of Education1
Ida HamidahIndonesia University of Education1
Mindit EriyadiAffiliation unknown1
Sandy Bhawana MuliaAffiliation unknown1
Hasbullah HasbullahAffiliation unknown1
SUPRIYANTO SUPRIYANTOAffiliation unknown1
Sulaeman Deni RamdaniAffiliation unknown1
Quienera JoshuaAffiliation unknown1
Emmanuel Obobi TettehfioAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Teachers’ digital literacy overview in secondary school</dc:title>
	<dc:creator>Rahmawati, Sherly</dc:creator>
	<dc:creator>Abdullah, Ade Gafar</dc:creator>
	<dc:creator>Widiaty, Isma</dc:creator>
	<dc:subject xml:lang="en-US">Digital literacy; Learning; Secondary school; Systematic review; Teachers</dc:subject>
	<dc:description xml:lang="en-US">This study explored the teachers’ digital literacy in secondary school and deciphered the most suggested way of enhancing secondary teachers’ digital literacy, overview levels, and the trends factors in the last five years of research. The methodologies in this study employed the traditional systematic literature review (SLR), which compiled some previous studies to be examined. The initial studies were only selected from an article published in a reputable journal indexed by Scopus. Of the 118 articles reviewed, 46 were selected to be included in the analysis. Significant findings summarize the fact that most of the last five-year research about teachers in secondary schools was impacted by the rapid development of technology and the demand for 21st-century skills. To summarize, as it is at the intermediate level, most secondary school teachers are digitally literate. However, future research may evaluate digital literacy training programs for teachers to assess what improvements should be made to delivery as well as existing frameworks used to test teachers’ digital literacy.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-02-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25747</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i1.25747</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 1: February 2024; 597-606</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25747/13801</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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