Identifying the Dimensions of Teachers’ Digital Learning Agility in the Age of Exponential Technology Use

Abstract

The volatile, uncertain, complex, and ambiguous (VUCA) world and IR4.0 developments forces drastic changes to sustain and provide quality education. When schools were shut down abruptly due to COVID-19, teachers were forced into emergency remote teaching, mostly by utilizing technologies but with little to no specific structure. In Malaysia, studies found that teachers struggled with technology ability especially in mastering technology applications. Due to limited experience in preparing electronic materials and using online platforms, teachers took the time to deliberate on the ways to teach online, causing delays in learning. Delays can be mitigated if teachers are agile. Agile teachers are capable to deal with new experience flexibly and rapidly by trying new behaviors and making quick adjustments so that new learning can be realized even when they do not know exactly what to do when they face unexpected challenges. This quality in teachers is important to curb learning loss especially when education was threatened by COVID-19. Reciprocally, technology plays an important role to promote Learning Agility among teachers, ensure sustainability and quality of learning, and forge learners’ engagement. With the exponential use of technologies, teachers need to be an agile classroom leader. This study aims at identifying the dimensions that shape teachers’ Digital Learning Agility. We hoped that this proposed research can shed insights on digital learning agility and can improve teachers’ performance especially in the age of exponential technology use.