<span>The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.</span>

One of the needs for competence in the world of work in the 21st century and the era of the industrial revolution 4.0. is competence in using digital technology. Vocational education is required to provide digital competencies to students through their learning. The maturity level of digital technology competence is divided into five levels, namely caring, literacy, capability, creativity, and being critical of using digital technology. This study aims to analyze the maturity level of vocational education teachers and students in mastering digital technology in learning. The survey research uses a design developed by Rea & Parker. A total of 233 vocational high school students were included as the research sample. Data were collected using a questionnaire technique with a four Likert scale questionnaire instrument. The collected data were analyzed using descriptive statistics and inferential statistics t test. The results show that the maturity level of digital technology for teachers and students is sequential, starting from awareness, literacy, capability, creativity, and being critical of using digital technology. All levels of maturity are included in the low category. Various trainings and learning innovations that are relevant to the relevance of digital technology mastery competencies are very important to be improved.

Changes in the flow of globalization are influenced by the presence of the Industrial Revolution 4.0, including the role of digital technology (DT) in the education sector, namely cyber technology-based learning. The main challenge for vocational teachers is the mastery of skills in learning using DT. The acceptance of DT is categorized into five clusters, namely awareness, literacy, capability, creativity, and criticism adapted from Pavlova's. The study was conducted to measure the level of ability of productive class vocational teachers. The study approach used quantitative with descriptive statistical analysis. A total of 50 productive classroom teachers in Yogyakarta were involved in filling out a questionnaire that had been tested and validated by content, experts, and calculation of product-moment correlation. The results of the study show ( 1) technological awareness 83.08%; (2) technological literacy 66.32%; (3) technological capability of 39.28%; (4) technological creativity of 21.92%; and (5) technological criticism at 20.84%. The use of DT is clearly in the low category and shows the capacity of vocational teachers needs to be improved. Training programs, self-development, and motivation are important factors in improving digital technology skills.

<span>This study aimed to analyze the maturity level of teachers and vocational students. It also measured differences in the maturity level of teachers and vocational students in mastering the digital technology competence (DTC) in vocational education. Quantitative research used a design developed by Hoy and Adams. A total of 233 respondents came from public and private schools in vocational schools in Yogyakarta, Indonesia. Data was collected using a Likert scale questionnaire (1-4). The data were analyzed by descriptive statistics and inferential statistics with one-way analysis of variance (ANOVA). The results on the maturity level of vocational teachers obtained a score of 13.16-23.68 in the "Low" category and for vocational students obtained a score of 12.98-22.12 in the "Low" category, and there was no significant difference. Teachers and students in vocational schools must have awareness in improving digital technology capabilities at the criticism technology level.</span>

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