Between Enthusiasm and Caution: Vocational Teachers^ Perceptions of Digital Competence and AI for Education for Sustainable Development Yudi Setiawan, Ade Gafar Abdullah, Haipan Salam, Tutin Aryanti
Universitas Pendidikan Indonesia
Abstract
This qualitative study investigates vocational teachers^ perceptions and attitudes toward integrating digital competencies and Artificial Intelligence (AI) in vocational education to advance Education for Sustainable Development (ESD). Using an exploratory design, we conducted in-depth interviews with four teachers from a vocational high school in Bandung, Indonesia, spanning general and IT subjects. Thematic analysis shows that teachers view digital and AI tools as useful for improving learning quality, yet these gains are tempered by concerns over student complacency, academic dishonesty, and digital security risks. Understanding and readiness are heterogeneous, shaped by age, educational background, and institutional support- a gendered pattern appears, with male teachers reporting proficiency and enthusiasm. Guided by the Technology Acceptance Model and the ESD competence framework, the study identifies enabling conditions professional training and adequate infrastructure and hindering conditions human-resource constraints and low digital-security awareness. Crucially, gaps persist in teachers^ awareness of how digital competencies and AI can be mobilized for sustainability goals, including green skills, sustainable manufacturing, and environmental problem-solving. These findings underscore the need for evidence-based strategies that embed sustainability within technology-adoption frameworks, informing policy and practice to elevate vocational education while advancing the SDGs in a rapidly digitizing era.
