Digital technology integration in the classroom is required by the Fourth Industrial Revolution and is being supported by Indonesian government initiatives. This study examines the factors influencing digital innovation among public junior high school teachers in Indonesia using the resource-based view (RBV) and the technology acceptance model (TAM). It investigates how leadership, teacher commitment, and academic culture affect the use of digital tools within Indonesia's Merdeka Curriculum, focusing on Brebes, Pemalang, Tegal Regencies, and Tegal City in Central Java. Structural equation modeling (SEM) was employed to analyze data from 302 teachers selected through stratified random sampling. Key findings indicate that (a) leadership significantly impacts academic culture and IT infrastructure, emphasizing its role in resource allocation; (b) academic culture mediates digital innovation by linking IT facilities and self-directed training; and (c) collaborative mechanisms, such as MGMP participation, are more accurately predicted by academic culture than by leadership, highlighting bottom-up dynamics. The study demonstrates that when teachers' perceived usefulness and ease of use (TAM) and institutional resources (RBV) align, digital innovation thrives. To bridge the digital divide in resource-limited environments, policymakers should prioritize fostering collaborative academic cultures, ensuring equitable IT infrastructure, and developing leadership. Increased funding is necessary for leadership initiatives, teacher training programs, and investments in digital infrastructure to achieve sustainable digital transformation.
Pramiasih et al. (Fri,) studied this question.