2026-10-06T12:03:42Z https://api.figshare.com/v2/oai

oai:figshare.com:article/34054533 2026-10-02T05:36:10Z category_129 portal_316 item_type_3 month_year_10_2026

Table 1_The competence enactment paradox: teacher innovation as the missing mechanism in the DIPTERA model of professional development.docx Andi Muhammad Idkhan (25162548) Hamzah Nur (25162551) Jumadin Jumadin (25162554) Amiruddin Amiruddin (25162557) Muhammad Haristo Rahman (25162560) Mudarris Mudarris (25162563) Education continuing professional development cybergogy DigCompEdu DIPTERA model teacher digital competence teacher digital readiness teacher innovation vocational education Introduction<p>Digital competence frameworks and digital-pedagogy orientations may be associated with teachers' continuing professional development (CPD), but the statistical pathways linking them remain under-specified. This study evaluated the theory-informed DIPTERA model (Digital Innovation-mediated Professional Transformation through Enacted Readiness Architecture), which specifies Teacher Innovation (TI) as a statistical mediator and Teacher Digital Readiness (TDR) as a downstream outcome in the tested model.</p>Methods<p>A cross-sectional design was used. Partial least squares structural equation modeling was applied to self-report responses from 554 vocational high-school teachers in Indonesia.</p>Results<p>Cybergogy (β = .615, p < .001, 95% bias-corrected bootstrap CI [.474, .741]) and DigCompEdu (β = .197, p = .004, CI [.065, .332]) were positively associated with TI. Although the Cybergogy coefficient was larger, the difference between the two coefficients was not tested directly. Direct paths from DigCompEdu to CPD (β = −.070, p = .353, CI [−.202, .092]) and from Cybergogy to CPD (β = .156, p = .082, CI [−.027, .324]) were not statistically supported. TI was positively associated with CPD (β = .740, CI [.607, .863]) and TDR (β = .492, CI [.375, .603]). Specific indirect associations with CPD through TI were statistically supported for Cybergogy (β = .455, CI [.337, .580]) and DigCompEdu (β = .145, CI [.047, .260]). The model explained 60.2% of TI, 66.7% of CPD, and 73.6% of TDR variance.</p>Discussion<p>The findings are consistent with an innovation-mediated explanatory pattern in which TI may serve as a candidate statistical link between digital competence, digital pedagogy, and professional development. However, the cross-sectional and self-report design does not establish temporal causality, an exclusive mechanism, or a reciprocal readiness process.</p> 2026-10-02T05:36:10Z Dataset Dataset 10.3389/feduc.2026.1927817.s001 https://figshare.com/articles/dataset/Table_1_The_competence_enactment_paradox_teacher_innovation_as_the_missing_mechanism_in_the_DIPTERA_model_of_professional_development_docx/34054533 CC BY 4.0