Digital Transformation For Inclusive Education In Rural Indonesia: Realizing Equity And Sdgs

Abstract

Purpose: The objective of this research is to discuss the implementation of digital transformation in inclusive education in rural Indonesia to achieve digital equity. Since 2020, the government has initiated a series of changes in the field of education with the Free Learning policy. In the academic year 2022/2023, as part of this policy, the Free Curriculum program was officially launched and gradually adopted by schools. In line with this, the year 2023 serves as a crucial moment and milestone for the government to seriously accelerate digital economic development, as directed by the President. Digitalization has become one of the pillars needed to withstand global uncertainties (Luhut Binsar Pandjaitan, Coordinating Minister for Maritime Affairs and Investment of the Republic of Indonesia). This means that digital equity is essential for the implementation of inclusive education in rural areas, not only focusing on major cities or tier 1 locations. Therefore, digital equity is the right of all Indonesian citizens. This digital equity has a strong relevance to the Sustainable Development Goals (SDGs) as it encompasses several goals included in the SDGs, particularly in education and technology access. The following is a more detailed explanation of the relevance between digital equity and SDGs: SDG 4: Quality Education, SDG 9: Industry, Innovation, and Infrastructure, and SDG 10: Reduced Inequalities.

Methodology/approach: The method used was an online survey conducted among teachers teaching in rural Indonesia. Random sampling was utilized to select respondents, with a sample size of 297 individuals. The respondents were teachers who teach and serve in rural Indonesia. To analyze the collected data, the research employed the Structural Equation Modeling (SEM) technique, specifically using the Partial Least Squares (PLS) approach. The variables in this study included technology infrastructure, teacher readiness, digital literacy, sharing knowledge, awareness, and the effectiveness of interventions.

Results/findings: The results of this research are expected to provide concrete and strategic recommendations on how digital equity can be implemented in the context of inclusive education in rural Indonesia. This includes enhancing accessibility, strengthening teacher competencies, providing relevant educational content, and fostering community participation and en[1]gagement.

Limitations: This research is limited to the results of an online survey conducted among teachers who could only be reached through online surveys.

Contribution: This research is expected to provide input and recommendations for stakeholders in the form of a conceptual framework or building blocks to achieve digital equity for the entire Indonesian population, particularly in inclusive education.

Novelty: This research involves the variables of "awareness."