Page 95 - Demo

1st Int. Transborder Conf. of the Timor Island: Timor %u2013 Science without borderDili, 7-8 May 202594Technological Literacy and Learning Innovation of Vocational High School Teachers in the Border Area of Belu DistrictDamianus Manesi1*, Edy Suprapto1, Saeltial Mau1, Wofrid E.Bianome1and Imanuel Tnunay21Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nusa Cendana, Jl. Adisucipto, Kupang, NTT 85001, Indonesia2Ship Engineering Study Program, Indonesian Defense University, Indonesia*Corresponding author: damianus.manesi@staf.undana.ac.idAbstractThe primary objective of this study is to examine the level of technological literacy and forms of learning innovation implemented by vocational high school teachers in the engineering field in border area of Belu District, East Nusa Tenggara. A key concern addressed is the limited application of educational technology, primarily due to inadequate infrastructure and insufficient digital training in underdeveloped regions. The study employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through surveys completed by 30 instructors across three technical vocational schools, while qualitative data were obtained through interviews and classroom observations. The findings indicate that 63% of instructors possess a moderate level of technological proficiency, 27% demonstrate low proficiency, and only 10% exhibit high proficiency. Major barriers identified include limited internet connectivity (83%), lack of ICT training (70%), and insufficient digital resources (60%). Despite these challenges, educators have begun adopting innovative, context-based strategies such as the use of offline media, self-produced video tutorials, and projectbased learning tailored to local resources. The study recommends enhancing localized ICT training programs, providing accessible adaptive technologies, and promoting supportive policies to strengthen the digital competencies of teachers in border areas.Keywords: educational technology, digital literacy, learning innovation, vocational school teachers, border areas, vocational education, ICT