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Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 13  \nDIGITAL SKILLS AND TECHNOLOGY USE IN EDUCATIONAL RESEARCH FOR TEACHER TRAINING IN  \nDISTANCE EDUCATION  \nFitra JAYA  \nORCID: 0000-0001-6782-757X  \nFaculty of Education and Teacher Training Universitas Terbuka  \nTangerang Selatan, INDONESIA  \nReceived: 22/02/2025 Accepted: 22/04/2025  \nABSTRACT  \nIn the rapidly evolving field of distance education, it is essential to equip in-service teachers with the digital competencies necessary to effectively integrate Information and Communication Technology (ICT) into educational research. This study explores the critical digital skills required in the in-service teacher training program at Universitas Terbuka, Indonesia, involving 445 participants across three provinces. Utilising Structural Equation Modeling-Partial Least Squares (SEM-PLS), the research examines key factors such as ICT anxiety, digital flow, digital skills, digital ethics, and the quality of ICT resources. The results reveal significant relationships between the quality of ICT resources and digital flow and ICT integration, highlighting the importance of infrastructure in enhancing educational practices. Notably, ICT anxiety is identified as a significant barrier that affects teachers’ willingness to adopt and integrate technology into their teaching methods, pointing to the psychological challenges associated with technology acceptance. Additionally, digital ethics is critical in encouraging responsible and ethical ICT usage in educational research. While digital flow contributes to a positive attitude toward ICT usage, its direct effect on developing digital skills and ICT integration is limited, indicating areas that require targeted improvement. These findings suggest the need for comprehensive digital literacy programs and ethical training modules to better prepare in-service teachers for the complexities of modern, technology-enhanced educational environments. This study offers valuable insights into the development of ICT competencies in distance education and calls for strategic initiatives to address psychological barriers and optimise the use of digital resources.  \nKeywords: Digital skill, ICT, educational research, distance education.  \nINTRODUCTION  \nIn the 21st century, digital skills are crucial in education. Information and Communication Technology (ICT) has transformed teaching methods and the skills teachers need for effective learning (Sui, Yen, & Chang, 2024; Tunjera & Chigona, 2020) . Digital competence is vital for contemporary educators. It encompasses the skills and knowledge required to enhance student learning in technology-rich environments, innovate classroom practices, and promote professional development. As digital technologies become increasingly prevalent in classrooms, it is essential for teachers to effectively integrate these tools into their teaching methods (Chima Abimbola Eden, Onyebuchi Nneamaka Chisom, & Idowu Sulaimon Adeniyi, 2024; Instefjord & Munthe, 2017). This allows students to develop the critical and creative digital thinking skills necessary for success in the 21st-century economy and society. The rise of ICT has changed the educational landscape, presenting both opportunities and challenges for in-service teachers. The effective use of digital tools in classrooms is essential for educators, yet in-service teachers have varying levels of digital competence (Cebi, Bahcekapili Ozdemir, Reisoglu, & Colak, 2022; Kaminskiene, Jarvela, & Lehtinen, 2022; Marais, 2023). Even before the COVID-19 pandemic, developing digital competencies was recognised as a crucial focus for teacher training programs (Cook, Apps, Beckman, & Bennett, 2023; Hidayat et al., 2023) . The pandemic has heightened the urgency for effective technology use in education as remote and hybrid learning  \nbecome standard. While tertiary institutions have attempted to integrate technology into their ","cbCailrsiuAofFVX","https://ap.wps.com/l/cbCailrsiuAofFVX","pdf",266179,17,"English","# Abstract\n## Introduction\n## In-Service Teacher Training in Distance Education","[{\"question\":\"What is the focus of this study on teacher training in distance education?\",\"answer\":\"The study examines the digital skills and factors influencing how in-service teachers integrate ICT into educational research within a distance education teacher training programme.\"},{\"question\":\"Which factors are analyzed using SEM-PLS in the research?\",\"answer\":\"It analyzes ICT anxiety, digital flow, digital skills, digital ethics, and the quality of ICT resources as key factors affecting ICT integration.\"},{\"question\":\"What role does ICT anxiety play according to the findings?\",\"answer\":\"ICT anxiety is identified as a significant barrier that affects teachers’ willingness to adopt and integrate technology into teaching methods.\"}]","DIGITAL SKILLS AND TECHNOLOGY USE IN EDUCATIONAL RESEARCH FOR TEACHER TRAINING IN DISTANCE EDUCATION | PDF",1792042916,43]