This study examines how technological knowledge and 21st-century competencies influence teachers' readiness for deep learning pedagogy, highlighting opportunities and challenges.
Key Points
Teachers' readiness to adopt deep learning pedagogy is significantly influenced by 21st-century competencies and technological knowledge.
The study involved a survey of 802 teachers and interviews with 30 teachers, revealing complex challenges in implementing deep learning.
Quantitative data indicated a stronger influence of 21st-century competencies (β = 0.639, R2 = 0.432) compared to technological knowledge (β = 0.575, R2 = 0.310).
Recommendations focus on localized training and systemic support from various educational partners to improve teachers' readiness for reform.