Research Article
The Role of Digital Literacy, Adversity Quotient, and Mastery Experience as Readiness Factors to Become a Teacher in the Era of Society 5.0
@INPROCEEDINGS{10.4108/eai.30-7-2025.2360646, author={Chetrin Vionita Tri Windyka and Mohammad Arief}, title={The Role of Digital Literacy, Adversity Quotient, and Mastery Experience as Readiness Factors to Become a Teacher in the Era of Society 5.0}, proceedings={Proceedings of the 5th Business Innovation Sustainability and Technology International Conference, BISTIC 2025, 30th July 2025, Malang, Indonesia}, publisher={EAI}, proceedings_a={BISTIC}, year={2025}, month={12}, keywords={digital literacy adversity quotient mastery experience teacher readiness}, doi={10.4108/eai.30-7-2025.2360646} }- Chetrin Vionita Tri Windyka
Mohammad Arief
Year: 2025
The Role of Digital Literacy, Adversity Quotient, and Mastery Experience as Readiness Factors to Become a Teacher in the Era of Society 5.0
BISTIC
EAI
DOI: 10.4108/eai.30-7-2025.2360646
Abstract
Educational quality, including relevant curriculum, qualified teachers, and technological adaptation, determines a country's success in Society 5.0. This study analyzes the role of digital literacy, resilience, and mastery experience in preparing Bachelor of Office Administration Education Study Programs (BOAE) students to become teachers in the Society 5.0 era. Using an associative quantitative approach, data were collected through questionnaires administered to 2021 BOAE study programs. Proportional random sampling selected 83 participants who had engaged in teaching guidance activities. Multiple linear regression analysis was conducted using SPSS version 24. T-test results demonstrated that all independent variables positively and significantly influenced teacher readiness. F-test results confirmed significant positive impact of digital literacy, resilience, and mastery experience on teaching preparedness. This research emphasizes the critical importance of developing digital skills, mental resilience, and practical experience in teacher preparation programs. The findings provide recommendations for educational institutions to enhance training programs and encourage students to continuously develop pedagogical competencies for effective teaching in Society 5.0.
