The Role of Digital Leadership in Building Change Readiness: Evidence from Vocational Workforce

Abstract

Introduction/Main Objectives: This paper examines the role of digital Leadership in fostering change readiness among vocational teachers in Indonesia. The study highlights the importance of Leadership in enabling educators to adapt to digital transformation in vocational education. Background Problems: Despite the growing emphasis on digital transformation, limited research has addressed how digital Leadership shapes technology acceptance and readiness for change in vocational schools. Novelty: This paper contributes by integrating digital Leadership, technology acceptance, digital workplace culture, and artificial intelligence (AI) readiness into one framework to explain change readiness and future teaching skills, a perspective rarely explored in the context of vocational education. Research Methods: The study employed a quantitative explanatory approach using survey data from 205 vocational teachers in Grobogan Regency. Structural Equation Modeling (SEM-AMOS) was applied to test the proposed hypotheses. Finding/Results: The findings confirm that digital Leadership positively affects technology acceptance and change readiness. Technology acceptance significantly mediates the effect of Leadership on readiness, while digital workplace culture further strengthens teachers' readiness for change. In addition, AI readiness was found to play a significant role in enhancing future teaching skills. Conclusion: Digital Leadership, AI readiness, and a supportive digital workplace culture are crucial for preparing vocational teachers to embrace change. The results extend the literature on change management and provide practical guidance for policymakers and school leaders in designing effective strategies for digital transformation in Indonesian vocational education.