Obstacles and Solutions in Implementing Digital Teacher Professional Development in 3T Regions

Teacher professional development is a crucial element in improving the quality of education, especially in the digital era. However, its implementation in 3T regions (frontier, outermost, disadvantaged) faces various complex challenges. This study aims to identify the main obstacles and formulate strategic solutions for implementing digital teacher professional development in Indonesia’s 3T regions. The method used is descriptive qualitative research with a literature review and policy analysis approach. The findings show that the main obstacles include limited technological infrastructure and internet access, low teacher digital literacy, lack of digital devices and teaching materials relevant to local contexts, as well as minimal policy and incentive support. In addition, geographical and socio-cultural conditions are also inhibiting factors. As a solution, inclusive digital infrastructure development, adaptive learning platforms tailored to 3T conditions, continuous digital literacy training, and synergy between government, educational institutions, and private partners are needed. Affirmative policies and special incentives for teachers in 3T regions are also required to motivate them to participate in digital professional development programs. This study recommends collaborative and contextual approaches in every educational digitalization initiative to ensure equal distribution of teacher quality and learning outcomes across Indonesia, including the 3T regions.

Keywords: teacher professional development, education digitalization, 3T regions, digital literacy, education policy