Digital Skills and Technology Integration Challenges in Vocational High School Teacher Learning

This study evaluates the digital skills, level of technology integration in teaching, and challenges faced by vocational high school (SMK) teachers in Solok City, Indonesia. A total of 105 SMK teachers participated in this descriptive-correlational study, which used a four-point Likert scale questionnaire to assess these areas. The findings reveal that SMK teachers exhibit very high digital competencies, with an average score of 3.42, especially in digital literacy, collaboration, creativity, and problem-solving. Technology integration in teaching also shows a very high level, with an average score of 3.52, particularly in multimedia usage and collaborative tools. Despite these positive results, key challenges include limited access to technological devices, lack of technical support, and insufficient digital learning resources. The study found no significant differences in digital skills based on age, but gender differences were observed, with female teachers performing better in certain domains. Additionally, teachers’ digital skills are positively correlated with their educational attainment and participation in training. The study suggests that improving technological infrastructure, offering practice-based continuous training, and providing technical support at the school level are essential for overcoming existing barriers and ensuring the effective integration of technology in teaching. These recommendations are vital to preparing students for the demands of the 21st-century workforce