Teachers’ Digital Literacy and Learning Innovation in Primary Schools: Emperical Evidence from Indonesia

Abstract

Digital transformation in education has increased the need for teachers to develop digital competencies that support innovative learning. However, access to technology does not necessarily ensure meaningful instructional integration. This study examined the effect of teachers’ digital literacy on learning innovation in Indonesian primary schools. A quantitative survey with an ex post facto design involved 113 teachers from 19 primary schools in Tirto District, Pekalongan Regency, Central Java. Data were collected using Likert-scale questionnaires measuring teachers’ digital literacy and learning innovation and analyzed through descriptive statistics, Pearson correlation, and simple linear regression using IBM SPSS. The results showed a strong positive relationship between teachers’ digital literacy and learning innovation (r = 0.748). Regression analysis indicated that digital literacy significantly predicted learning innovation (B = 0.506; t = 11.880; p < 0.001), explaining 56.0% of its variance (R² = 0.560). Dimensional analysis identified selection as the strongest dimension of teachers’ digital literacy (extraction value = 0.955). The novelty of this study lies in highlighting digital resource selection as a key dimension of teachers’ digital literacy associated with learning innovation, extending the concept beyond technical competence toward the critical selection of digital resources for pedagogical purposes. These findings suggest that teacher development should emphasize not only technical skills but also the critical evaluation, selection, and pedagogical integration of digital resources to foster innovative learning in primary education.