Integration Of Teachers' Digital Literacy Competencies In Technology-Based Learning To Build Sustainable Lifestyles For Vocational High School Students

Abstract

This study aims to analyze the effect of teachers' digital literacy competency integration on the use of technology in learning and the formation of sustainable lifestyles of students in Vocational High Schools (SMK). The variables analyzed include teachers' digital competency, technology-based learning design, integration of Sustainable Development Goals (SDGs) values, and external/institutional factors, with mediating variables in the form of technology utilization in learning and output variables in the form of students' sustainable lifestyles. This study uses a quantitative approach with the Partial Least Squares Structural Equation Modeling (PLS - SEM) analysis technique. The study results indicate that teachers' digital competency and technology-based learning design significantly affect students' use of technology and sustainable lifestyles. The integration of Sustainable Development Goals values contributes significantly to forming sustainable lifestyles, although its effect on technology utilization is relatively small. External/institutional factors have a small but still significant effect. The findings of the study show the role of technology utilization in learning as a mediator that bridges the influence of various input variables on the formation of students' sustainable lifestyles. This study recommends improving teachers' digital competency and strengthening learning designs, integrating sustainability values as the primary strategy in adaptive and future-oriented vocational education.