Pentahelix Collaboration for Building Secondary School Teachers’ AI-Enabled Digital Competence: A Case Study

Authors

DOI:

https://doi.org/10.56059/9wxmjq57

Keywords:

pentahelix, digital competence, artificial intelligence

Abstract

This qualitative case study examines how Pentahelix collaboration—structured engagement among government, industry, academicians, community, and local mass media—addresses systemic barriers to AI adoption among 28 secondary school teachers (SETs) from 14 schools in Gresik Regency, Indonesia. Using a holistic single case-study design and guided by four research objectives, the study assessed AI utilisation levels, identified barriers, mapped stakeholder roles, and reconstructed a collaborative model. Findings reveal that most teachers (60%) reached only a moderate level of AI understanding, with persistent misconceptions and structural gaps in infrastructure, resources, and curriculum impeding integration. The Pentahelix model, which emerged inductively from observed collaboration patterns, fostered AI literacy, improved pedagogical integration, and built a sustainable multi-stakeholder support ecosystem. The findings carry critical implications for technology-enabled and blended learning for development, offering a replicable framework for policymakers seeking to scale AI adoption through collaborative governance.

Author Biographies

  • Aan Fardani Ubaidillah, State University of Malang

    Aan Fardani Ubaidillah is a lecturer and researcher in the Department of Educational Administration, Faculty of Education, Universitas Negeri Malang, Indonesia. He is a member of the development team for the Distance Education Study Program (Program Studi Pendidikan Jarak Jauh) and the Teacher Professional Education Program (Program Studi Pendidikan Profesi Guru). His research interests include educational leadership and management, educational supervision, and distance and multicultural education. Email: aan.fardani.fip@um.ac.id (https://orcid.org/0000-0002-0938-8676)

  • Yudin Citriadin, Faculty of Tarbiyah and Education, UIN Mataram, Indonesia

    Yudin Citriadin is an Associate Professor in the Postgraduate Program (Master of Islamic Education Management) at Universitas Islam Negeri Mataram, Indonesia. His research interests include Islamic education management, educational leadership and supervision, digital integration in education, and qualitative research methodology. He has published extensively in peer-reviewed journals and serves as an editorial board member and reviewer for various educational journals. Email: yudin.citiradin@uinmataram.ac.id (https://orcid.org/0009-0001-0023-1410)

  • Dewi Ayu Sakdiyyah, Universitas Terbuka, Indonesia

    Dewi Ayu Sakdiyyah is a lecturer at Universitas Terbuka, Indonesia, and also serves as a school teacher. Her research interests include distance learning, open education, instructional strategies, and pedagogical practices in elementary and secondary education. She is actively involved in educational development and research aimed at bridging classroom teaching with flexible distance learning models. Email:dewi.sakdiyyah@ecampus.ut.ac.id (https://orcid.org/0000-0001-7331-8843)

  • Fika Fitriasari, Universitas Muhammadiyah Malang, Indonesia

    Fika Fitriasari is a lecturer and researcher in the Faculty of Economics and Business at Universitas Muhammadiyah Malang (UMM), Indonesia. Her research interests include financial management, Islamic banking, digital financial literacy, entrepreneurship, and innovation management in education and business. She has authored several books and published research articles in national and international peer-reviewed journals. Email: fika@umm.ac.id (https://orcid.org/0000-0002-6647-4319)

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Published

2026-09-21

Issue

Vol. 13 No. 3 (2026): ISSUE 3

Section

Case Studies

License

Copyright (c) 2026 Aan Fardani Ubaidillah, Yudin Citriadin, Dewi Ayu Sakdiyyah; Fika Fitriasari

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How to Cite

Pentahelix Collaboration for Building Secondary School Teachers’ AI-Enabled Digital Competence: A Case Study. (2026). Journal of Learning for Development, 13(3), 512-526. https://doi.org/10.56059/9wxmjq57