The authors emphasize that integrating digital technology into teacher and staff management is not merely an administrative upgrade. Instead, it serves as a strategic foundation for creating meaningful, inclusive learning environments. Through data-based management systems, schools are better equipped to respond fairly, systematically, and sustainably to the diverse needs of students.
Real Challenges Facing Inclusive Schools in Indonesia
Inclusive schools are designed to ensure that all students, including those with special needs, have equal access to quality education. In practice, however, many schools are not yet fully prepared to implement inclusive principles effectively.
One of the most pressing issues lies in the management of teachers and educational staff. Many educators still lack sufficient inclusive pedagogical competencies, while non-teaching staff are often underutilized in providing administrative and learning support services. These conditions are further compounded by human resource management systems that remain manual, fragmented, and lack data-driven capabilities.
As a result, inclusive service planning tends to be poorly coordinated, decision-making processes are slow, and efforts to systematically improve learning quality face significant obstacles.
Why Digital Technology Is a Key Enabler
Rapid advances in digital technology offer a powerful opportunity to address these challenges. Digital systems enable schools to manage data on teachers, staff, and students in an integrated, accurate, and transparent manner.
According to Komariyah and her colleagues at Universitas Mulawarman, digital technology can help schools with:
- Systematic mapping of teacher competencies,
- Well-organized and sustainable documentation of inclusive services,
- Stronger coordination across roles within the school environment, and
- Faster and more accurate data-based decision-making.
With technological support, school management shifts from being reactive to becoming strategic and focused on continuous improvement in educational services.
How the Study Was Conducted
The research employed a literature review and policy analysis approach. The authors examined a wide range of academic publications, government reports, and previous studies related to inclusive education, educational management, and digital transformation.
They analyzed how teacher and staff management is currently implemented in inclusive schools, identified recurring challenges, and explored the potential of digital technology to support deep learning. This approach provided a comprehensive picture of real conditions in inclusive schools while offering a conceptual framework for strengthening digital-based management systems.
Key Findings of the Study
The analysis highlighted several important findings:
- Inclusive teacher competencies remain limited, particularly in understanding diverse student learning needs.
- The role of educational staff is not yet optimal, especially in the administration and coordination of inclusive services.
- School human resource management systems are still largely manual and fragmented, making evaluation and decision-making difficult.
- The use of digital technology is partial and not yet fully integrated into school management systems.
- Coordination among educators and staff remains weak, hindering collaboration in inclusive learning.
- Policy support for the digitalization of inclusive schools is still limited, both at the school and government levels.
These findings indicate that the main challenges facing inclusive schools extend beyond pedagogy and are deeply rooted in management systems and human resource governance.
Direct Impact on Deep Learning
The study underscores the close relationship between school management and learning quality. Deep learning requires active student engagement, conceptual understanding, critical thinking, and the ability to apply knowledge in real-world contexts.
In inclusive settings, deep learning can only be achieved when teachers are supported by strong, collaborative, and adaptive management systems. Digital technology acts as a bridge between inclusive principles and meaningful classroom practice.
“Digital technology integration enables the strengthening of teachers’ pedagogical competencies and supports data-based decision-making in inclusive education services,” wrote Laili Komariyah of Universitas Mulawarman in the article.
Implications for Schools and Policymakers
The findings carry important implications for Indonesia’s education sector. For schools, the study highlights the need to:
- Develop digital-based management systems for teachers and staff,
- Improve the digital literacy of educators and educational personnel, and
- Foster a culture of collaboration supported by technology.
For policymakers, the research provides a strong evidence base for designing affirmative policies that encourage the digitalization of inclusive school management. Support for technological infrastructure, continuous professional development, and integrated management systems is critical.
Without these strategic steps, inclusive education risks remaining a conceptual ideal rather than a practical system capable of ensuring quality and equity for all learners.
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