The digital era necessitates societal readiness to embrace technological advancements across various sectors. In education, experts and policymakers increasingly emphasize classroom technology to enhance the digital competence of early childhood educators and higher education students. This study examines the factors influencing teachers' digital competence in Indonesia, specifically focusing on demographics (age, educational background, teaching experience, prior ICT training), geography (domicile across Western, Central, and Eastern Indonesia), technological devices, socio-economics status, and self-regulated learning (SRL). Data were collected from 492 in-service early childhood education (ECE) teachers, aged 20 to over 45, through online surveys distributed via online tutorial platforms and WhatsApp. The findings indicate that access to technological devices and SRL have a direct and significant impact on teachers’ digital competence. Meanwhile, demographic, geographic, and socio-economics characteristics indirectly influence digital competence through SRL. This study provides valuable implications for universities, government, and the broader public. It serves as a framework for integrating comprehensive ICT training into teacher education programs, ensuring equitable technological access across all regions, and supporting initiatives that enhance educators’ resources globally.
Jovanka et al. (Wed,) studied this question.