Deep Learning in Vocational Education: A Quantitative Study of Teachers’ Readiness and Implementation Challenges in Lampung, Indonesia

Sari Indrayani; Hasan Hariri; Riswandi Riswandi; Handoko Handoko; Muhammad Mujtaba Asad

doi:10.56741/IISTR.jpes.001635

Authors

Sari Indrayani
sariindrayani887@gmail.com
University of Lampung https://orcid.org/0009-0001-4656-5424
Hasan Hariri University of Lampung https://orcid.org/0000-0002-3317-3691
Riswandi Riswandi University of Lampung https://orcid.org/0000-0003-0213-6334
Handoko Handoko University of Lampung https://orcid.org/0000-0001-6103-1407
Muhammad Mujtaba Asad Sukkur IBA University https://orcid.org/0000-0001-9532-7054

Keywords:

Deep Learning Pedagogy, Digital Competence, Educational Innovation, Teacher Readiness, Vocational Education

Abstract

This study aims to examine the readiness of vocational school teachers in Lampung to implement deep learning pedagogy and to identify the challenges they face in the process. A quantitative descriptive survey design was employed, with data collected from 1,000 public vocational school teachers using a structured questionnaire distributed via Google Forms, and analyzed through descriptive statistics in Microsoft Excel. The findings indicate that teachers demonstrated medium-to-high readiness, with strong results in access to technology (79%), digital competence (75%), integration and implementation (78%), and innovation and evaluation (77%), while collaboration and professional development were relatively weaker (71%), signaling the need for enhanced peer learning and sustained training. The novelty of this study lies in being among the first to map teacher readiness for deep learning pedagogy in vocational education, offering empirical evidence from a large-scale sample. The results have practical implications for policymakers and school leaders to strengthen digital infrastructure, expand professional development programs, and foster collaborative practices that support sustainable adoption of deep learning. Overall, this study contributes to the global literature by confirming teacher readiness as a decisive factor for the successful implementation of deep learning pedagogy and provides context-specific insights to inform future policy and practice in vocational education.

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Author Biographies

Sari Indrayani, University of Lampung

is a doctoral student in the Department of Education, Faculty of Teacher Training and Education, Universitas Lampung, Indonesia. She currently serves as a school leader at SMK Negeri 2 Banjit, Way Kanan Regency. She earned her bachelor’s degree in English Education from PGRI University of Palembang in 2004 and completed her master’s degree in English Education at Universitas Lampung in 2022. Her academic and professional interests center on education and school development. (email: sariindrayani887@gmail.com).

Hasan Hariri, University of Lampung

is a lecturer at the Faculty of Teacher Training and Education, Universitas Lampung, Bandar Lampung, Indonesia. In this study, he contributed to the formulation of the research goals and objectives, as well as writing, reviewing, and editing the manuscript. His academic work is closely related to educational development and teacher education. As a faculty member, he has been actively involved in research, scholarly publication, and academic supervision in higher education. (email: hasan.hariri@staff.unila.ac.id).

Riswandi Riswandi, University of Lampung

is an associate professor in the field of education. His research interests focus on educational evaluation, leadership, and management. He has contributed to various academic discussions and studies related to the improvement of educational quality, institutional leadership, and management practices in education. Through his scholarly work, he has supported the development of evaluation frameworks and leadership strategies in educational settings. His expertise reflects a strong commitment to advancing educational research and practice. (email: riswandi.unila@gmail.com).

Handoko Handoko, University of Lampung

is a lecturer in the Doctor of Education Study Program. He earned both his master’s and doctoral degrees from the State University of Jakarta in the Educational Research and Evaluation Study Program. His research interests focus on learning evaluation and assessment, particularly in the context of educational improvement and academic quality assurance. He has been involved in teaching, research, and academic supervision, with a strong commitment to advancing evaluation practices in education. (email: handoko@fkip.unila.ac.id).

Muhammad Mujtaba Asad, Sukkur IBA University

is an Assistant Professor and Lead Researcher of the Educational Technologies and TVET Research Group at Sukkur IBA University. He has more than ten years of national and international experience in the industrial and educational sectors, specializing in educational technologies, work- and product-based education, and technical and vocational education. He has published over sixty ISI- and Scopus-indexed articles and received multiple international research and innovation awards in several countries. (email: m.mujtaba@iba-suk.edu.pk).

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