Integration of Emerging Technologies

in Vocational school of Yogyakarta

Tree Rahayu
Departement of Technology and Vocational Education,
Yogyakarta State University, Indonesia

Abstarct

The integration of emerging technologies such as artificial intelligence (AI), virtual

reality (VR), and blockchain into school curricula is a topic of growing interest and importance.
This paper aims to study how schools are adopting these technologies, with a particular focus on
vocational schools in Indonesia. This integration provides both benefits and challenges, which
will be thoroughly evaluated in this discussion. In recent years, technological advancements have
rapidly transformed various aspects of our lives, including education. Schools are now
incorporating AI, VR, and blockchain to enhance the learning experience and prepare students
for a technology-driven future. This shift is especially important in vocational schools, where
students are expected to acquire practical skills relevant to their chosen profession.

One of the main challenges in integrating these technologies into vocational education is
to ensure that teachers are adequately equipped to harness their potential. Digital Technologies
(DTs) play an important role in this context, and vocational teachers must not only be aware of
these tools but also possess the necessary literacy, ability, creativity and critical thinking skills to
effectively incorporate them into their teaching methods. To assess the current state of DT
integration among vocational teachers in Indonesia, this study used a literature review method to
find a framework based on Pavlova's five clusters: awareness, literacy, capability, creativity, and
critique. The results of this assessment reveal some important insights into vocational teachers'
readiness for technology integration.

The findings show that while there is a relatively high level of technology awareness
among vocational teachers, with an impressive score of 83.08%, there are significant gaps in
other areas. Technological literacy, which measures the ability to use digital tools effectively,
stands at 66.32%. This suggests that while teachers may be aware of these technologies, they
may not be fully proficient in using them for educational purposes. In addition, technological
proficiency, creativity and critique had much lower scores of 39.28%, 21.92% and 20.84%
respectively. These scores highlight a clear deficiency in the capacity of vocational teachers to
utilize DT for innovative and critical teaching practices. It is imperative to address these
shortcomings to ensure that students receive a well-rounded education that prepares them for the
demands of the modern world of work.

The conclusion that can be drawn from the results of this study is that the use of DT
among vocational teachers in Indonesia is currently at a relatively low level. This low level of
integration indicates the need for a comprehensive training and professional development
program to improve teachers' technological skills and pedagogical creativity. Efforts should be
made to bridge the gap between technology awareness and proficiency, empowering teachers to
effectively incorporate AI, VR, and blockchain into their classrooms. This will not only benefit
the teachers themselves, but also improve the quality of education provided to vocational
students, better equipping them for the ever-evolving job market.

In conclusion, this paper has explored the integration of emerging technologies into the
vocational school curriculum in Indonesia. An assessment of the technological readiness of
vocational teachers highlighted the need for improvement in areas such as technological literacy,
capability, creativity and critique. Addressing these challenges through targeted training and
support is essential to ensure that vocational education can keep pace with rapid technological
advances and adequately prepare students for the future.