In this rapidly evolving era of disruption, the world is undergoing significant transformations that reshape how individuals communicate, collaborate, and access information. These changes present critical challenges for educators, particularly in embedding digital literacy within pedagogical frameworks. This study examines the influence of Information and Data Literacy and Pedagogical Competence on teachers’ Technological Capability, with Student Communication and Collaboration as a potential mediating variable. Employing a quantitative design with snowball sampling, data were collected via questionnaires and analyzed through path analysis. The findings reveal that Pedagogical Competence significantly enhances Technological Capability (β = 0.17), both directly and indirectly through improved student communication and collaboration (β = 0.14). In contrast, Information and Data Literacy demonstrates a minimal direct effect (β = 0.08) and even a slight negative indirect influence (β = -0.0028), highlighting gaps in translating digital access into effective classroom practice. Moreover, Student Communication and Collaboration does not act as a strong mediator, suggesting that fostering interaction skills alone is insufficient without pedagogical alignment. These insights underscore the urgent need for evidence-based professional development programs that focus not only on technical proficiency but also on pedagogical innovation. The study contributes valuable implications for educational policymakers, school leaders, and teacher training institutions in crafting strategic interventions to empower educators in navigating digital transformation effectively.

Keywords: Teachers' Technological Capability, Pedagogical Competence, Students' Digital Literacy, Technology in Education, Technology- Enhanced Teaching, Teacher Competence, Impact of Technology on Learning, Educational Innovation, Digital Literacy Improvement.

Agustina, A., Adha, M.M., & Mentari, A. (2023). Pengaruh Literasi Digital Terhadap Etika Bermedia Sosial Peserta Didik. Mindset: Jurnal Pemikiran pendidikan dan pembelajaran. 3(2): 52–64. https://doi.org/10.56393/ mindset.v3i2.1696. 

Akbar, A. (2021). Pentingnya kompetensi pedagogik guru. JPG: Jurnal Pendidikan Guru, 2(1): 23–30. 

Anwar, B. (2018). Kompetensi pedagogik sebagai agen pembelajaran. Shaut Al Arabiyyah, 6(2): 114–125. 

Batubara, N.K.I., Sinaga, A.I., & Haidir, H. (2024). Analisis kompetensi pedagogik guru fikih dalam melaksanakan pembelajaran pada kurikulum merdeka di madrasah aliyah. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 10(1): 300–306. https://doi.org/10.29210/1202424138.

Blikstad-Balas, M. (2015). Digital literacy in upper secondary school–what do students use their laptops for during teacher instruction?. Nordic Journal of Digital Literacy, 10: 122–137. https://doi.org/10.18261/issn1891-943x- 2015-jubileumsnummer-09.

Diputra, K.S., Tristiantari, N.K.D., & Jayanta, I.N.L. (2020). Gerakan literasi digital bagi guru-guru sekolah dasar. JCES (Journal of Character Education Society), 3(1): 118–128. https://doi.org/10.31764/jces.v3i1.1483.

Disonglo, M.P., & Limpot, M.Y. (2023). Digital Literacy, Pedagogical Knowledge, and Research Skill: A Structural Equation Model in Professional Competence of Teachers. Asian Journal of Education and Social Studies, 42(4). https://doi.org/10.9734/ajess/2023/v42i4928.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5): 2449–2472. 

Farid, A. (2023). Literasi digital sebagai jalan penguatan pendidikan karakter di era Society 5.0. Cetta: Jurnal Ilmu Pendidikan, 6(3): 580–597. https://doi.org/10.37329/cetta.v6i3.2603.

Habibullah, A. (2012). Kompetensi pedagogik guru. EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan. https://doi.org/10.32729/edukasi.v10i3.169.

Hidayat, M., & Subando, J. (2024). Strategi Penanaman Nilai-Nilai Karakter Dalam Mencegah Degradasi Moral Siswa Pada Era Digital. Didaktika: Jurnal Kependidikan, 13(001): 523–534. 

Hidayatullah, M.T., Asbari, M., Ibrahim, M.I., & Faidz, A.H.H. (2023). Urgensi aplikasi teknologi dalam pendidikan di Indonesia. Journal of Information Systems and Management (JISMA), 2(6): 70–73. 

Huda, M.N. (2017). Peran Kompetensi Sosial Guru dalam pendidikan. Ta'dibi: Jurnal Manajemen Pendidikan Islam, 6(1): 42–62.

Isti’ana, A. (2024). Integrasi teknologi dalam pembelajaran pendidikan Islam. Indonesian Research Journal on Education, 4(1): 302–310. https://doi.org/10.31004/irje.v4i1.493.

Johanes, V.E., Suroyo, S., & Budiastra, A.K. (2022). Analisis Hubungan Gaya Kepemimpinan Kepala Sekolah dan Literasi Digital dengan Kinerja Guru Sekolah Dasar. Jurnal Basicedu, 6(2): 2793–2801. 

Khotimah, H., Astuti, E.Y., & Apriani, D. (2019). Pendidikan berbasis teknologi (permasalahan dan tantangan). In Prosiding Seminar Nasional Program Pascasarjana Universitas PGRI Palembang. https://jurnal.univpgri-palemb ang.ac.id/index.php/prosidingpps/article/view/3050.

Kurniawan, A., Daeli, S.I., Asbari, M., & Santoso, G. (2023). Krisis Moral Remaja di Era Digital. Jurnal Manajemen Pendidikan, 1(02): 21–25.

Lestari, S. (2018). Peran teknologi dalam pendidikan di era globalisasi. EDURELIGIA: Jurnal Pendidikan Agama Islam, 2(2): 94–100. https://doi.org/10.33650/edureligia.v2i2.459.

Lase, F. (2016). Kompetensi Kepribadian Guru Profesional. Pelita Bangsa Pelestari Pancasila, 11(1). https://fest iva.ejournal.unri.ac.id/index.php/jpb/article/view/3655/3561.

Luthfia, A., Wibowo, D., Widyakusumastuti, M.A., & Angeline, M. (2016). The role of digital literacy on online opportunity and online risk in Indonesian youth. Asian Journal for Public Opinion Research, 9(2): 142–160. 

Mazdalifah, F.L., & Sitepu, Y.S. (2018). Pelatihan Melek Media Bagi Siswa SMP Di Kota Medan. Senadimas.

Nurtanto, M. (2016). Mengembangkan kompetensi profesionalisme guru dalam menyiapkan pembelajaran yang bermutu. In Prosiding Seminar Nasional Inovasi Pendidikan.

Oktarin, I.B., & Saputri, M.E.E. (2014). Sosialisasi literasi digital sebagai langkah transformasi pendidikan di sekolah dasar. EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat, 1(1): 24–32.

Peklaj, C. (2015). Teacher competencies through the prism of educational research. Center for Educational Policy Studies Journal, 5(3): 183–204. https://doi.org/10.26529/cepsj.134.

Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 16 Tahun 2007 tentang Standar Pendidik dan Kependidikan.

Purwoko, A.A., Andayani, Y., Muntar, M., & Diartha, I.N. (2017). Efforts in improving teachers’ competencies through collaboration between teacher forum on subject matter (MGMP) and pre-service teacher training institution (LPTK). Jurnal Pendidikan IPA Indonesia, 6(1). https://doi.org/10.15294/jpii.v6i1.8858.

Sukmawati, R. (2019). Analisis kesiapan mahasiswa menjadi calon guru profesional berdasarkan standar kompetensi pendidik. Jurnal Analisa, 5(1): 95–102. https://doi.org/10.15575/ja.v5i1.4789.

Sumiati, E., & Wijonarko, W. (2020). Manfaat literasi digital bagi masyarakat dan sektor pendidikan pada saat pandemi Covid-19. Buletin Perpustakaan Universitas Islam Indonesia, 3(2): 65–80. 

Suprihatiningrum, J. (2014). Guru profesional: pedoman kinerja, kualifikasi & kompetensi guru. Ar-Ruzz Media.

Somantri, D. (2020). Abad 21 Pentingnya kompetensi pedagogik guru. Equilibrium: Jurnal Penelitian Pendidikan dan Ekonomi, 18(02): 188–195. https://doi.org/10.25134/equi.v18i2.4154.

Susanto, R., & Rozali, Y.A. (2020). Model Pengembangan Kompetensi Pedagogik.

Tsaniyah, N., & Juliana, K.A. (2019). Literasi digital sebagai upaya menangkal hoaks di era disrupsi. Al-Balagh: Jurnal Dakwah dan Komunikasi. 4(1): 121–140.

Yunitasari, Y., & Prasetya, H. (2022). Literasi Media Digital Pada Remaja Ditengah Pesatnya Perkembangan Media Sosial. Jurnal Dinamika Ilmu Komunikasi, 8(1): 12–25. 

Zawacki-Richter, O., & Jung, I. (2023). Handbook of Open, Distance and Digital Education. 

Source of Funding:

This study did not receive any grant from funding agencies in the public, commercial, or not–for–profit sectors.

Competing Interests Statement:

The author declares no competing financial, professional, or personal interests.

Consent for publication:

The author declares that he/she consented to the publication of this study.

Authors' contributions:

Author’s independent contribution.