Policy and Innovative Learning Approaches for Enhancing Elementary School Teachers’ Digital Readiness

Abstract

Digital transformation in primary education requires teachers to be prepared to integrate technology into the learning process. This study aims to examine the role of digital education policies and innovative learning strategies in enhancing teachers’ digital readiness at the elementary level. Based on a review of scholarly articles, findings indicate that initiatives such as the Independent Learning Program and the Independent Teaching Platform have laid an important groundwork for educational digitalization, though challenges remain in terms of unequal access and varying teacher competencies. Innovative strategies like blended learning, flipped classrooms, and gamification have been shown to effectively enhance student engagement and learning outcomes. Nevertheless, the success of these approaches relies heavily on adequate teacher training, strong school leadership, and sufficient infrastructure. The study emphasizes the need for affirmative policies targeting 3T regions, continuous professional development, and the formation of teacher learning communities as strategic measures to build an inclusive, adaptive, and technology-driven primary education system.