The competence enactment paradox: teacher innovation as the missing mechanism in the DIPTERA model of professional development

A study conducted among 554 vocational high-school teachers in Indonesia investigated the DIPTERA model of professional development, which posits Teacher Innovation (TI) as a mediator and Teacher Digital Readiness (TDR) as an outcome. The research aimed to clarify the statistical pathways linking digital competence frameworks and digital-pedagogy orientations to continuing professional development (CPD). Using partial least squares structural equation modeling, the study found a significant positive correlation between 'Cybergogy' and the model's outcomes, with 'Teacher Innovation' acting as a mediating factor. The full results regarding 'DigCompEdu' and its specific pathways were not provided in the summary.

Understanding the mechanisms by which digital competence frameworks and pedagogical approaches translate into effective professional development is critical for enhancing capabilities within educational and training sectors. Identifying 'Teacher Innovation' as a key mediator highlights the importance of fostering an innovative mindset among professionals to leverage digital readiness and achieve transformative outcomes. This insight can inform strategic investments in human capital development.

The DIPTERA model (Digital Innovation-mediated Professional Transformation through Enacted Readiness Architecture) was evaluated to understand professional development pathways.

Forward consideration, not a verified fact.