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Many people still assume that the biggest challenge in Indonesia’s digital education movement is teachers struggling to adapt to technology.

But the reality is far more complicated.

Indonesian teachers have actually become increasingly comfortable with digital tools. They run online classes, use learning platforms, send assignments through apps, and even help students solve technical problems during lessons.

Yet behind this rapid digital transformation, many teachers are quietly carrying the burden themselves.

From unstable internet connections to personal data expenses and additional responsibilities beyond teaching, the shift toward digital learning has come with hidden costs that often go unnoticed.

A recent survey involving 101 elementary and junior high school teachers across Indonesia reveals an important reality: the country’s digital education ecosystem is moving forward largely because teachers keep finding ways to make it work. 

Indonesian Teachers Are Already “Digital”

The old narrative that teachers are resistant to technology is slowly becoming outdated.

According to the survey, 91% of teachers said they feel confident using digital tools for teaching and learning activities. In fact, all respondents reported actively using technology in their day-to-day teaching routines. 

This suggests that the main obstacle to digital education is no longer teachers’ willingness to adapt.

Teachers have already adapted.

They have already embraced digital learning.

And many of them continue teaching in less-than-ideal conditions.

Some teachers rely on multiple devices at once:

•   personal smartphones, 
•   laptops, 
•   school projectors, 
•   and even their own mobile hotspots. 

Indonesia’s digital classrooms are not always powered by sophisticated systems.

In many cases, they are powered by teachers’ persistence.

The Internet Problem Hasn’t Gone Away

From the outside, digital classrooms often look smooth and modern.

But the situation on the ground tells a different story.

The survey found that 69% of teachers experienced internet disruptions within the past week alone, while 17% reported dealing with connectivity problems almost every day. 

Even more telling, only 31% of teachers said their school’s internet connection was consistently stable. 

For many educators, unreliable internet has become part of daily teaching reality.

When connections suddenly drop during class, teachers are often forced to improvise:

•   repeating explanations, 
•   switching teaching methods, 
•   using personal hotspots, 
•   or finding quick alternatives so students can continue learning. 

Behind the phrase “digital learning,” many teachers are still navigating an infrastructure that remains uneven and fragile.

Many Teachers Still Pay for Internet Access Out of Their Own Pocket

This may be one of the least discussed aspects of digital education.

The survey revealed that one in four teachers still pays for teaching-related internet access using personal funds. 

Meanwhile:

•   59% spend at least IDR 50,000 per month on internet or data packages for teaching, 
•   and 22% spend more than IDR 100,000 every month. 

For some people, those numbers may not sound significant.

But for many teachers — especially contract and non-permanent educators — these recurring expenses add up over time.

Notably, around 70% of survey respondents came from non-permanent teaching backgrounds, including honorary and PPPK teachers. 

Behind every digital classroom that appears modern and connected, there are teachers quietly covering costs themselves to keep learning going.

Teachers Are No Longer Just Teaching

Digital transformation has also changed the role of teachers in unexpected ways.

Today, many teachers are not only educators.

They have also become:

•   digital classroom administrators, 
•   platform operators, 
•   troubleshooters, 
•   and unofficial IT support for students. 

The survey found that 88% of teachers regularly help students solve basic technical problems during digital learning sessions. 

From login issues to platform errors and connectivity problems, teachers are often the first people expected to fix things when technology fails.

And in many classrooms, all of this happens while the lesson is still ongoing.

Teachers Are Not Rejecting Technology — They Simply Need Better Support

Perhaps the most important finding from the survey is this:

Indonesian teachers are not resisting digital transformation.

They want to grow with it.

In fact, 92% of respondents said they still need additional training to strengthen their digital teaching skills. 

This shows that the issue is not about teachers refusing technology.

The real challenge is ensuring they are not left to navigate the transition alone.

Because digital education is not simply about introducing apps, platforms, or devices.

It also requires:

•   reliable infrastructure, 
•   relevant training, 
•   practical support systems, 
•   and an education ecosystem that truly understands classroom realities.  

Indonesia’s teachers have already stepped into the digital era.

But many of them are still carrying part of the burden on their own.

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