Developing Sustainable Learning Effectiveness through Teacher Key Performance Indicators (KPI) Implementation in the Digital Era and Human-Centered Society 5.0

Abstract

Digital transformation and Human-Centered Society 5.0 require teachers to integrate technological competence, pedagogical expertise, and human-centered values. This study aimed to develop and evaluate a Teacher Key Performance Indicator (KPI) model to support sustainable learning effectiveness in the context of Society 5.0 education. A Research and Development (R&D) approach was employed using the ADDIE model: Analysis, Design, Development, Implementation, and Evaluation. Participants comprised 100 elementary school teachers selected through purposive sampling based on their involvement in technology-supported learning. Data were collected through questionnaires, interviews, classroom observations, and document analysis. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The developed KPI model comprised five dimensions: pedagogical competence, digital competence, human-centered teaching, instructional innovation, and professional development. The overall achievement score reached 86.4%, categorized as “Very Good.” Digital competence recorded the highest score (92%), whereas instructional innovation scored lowest (82%), indicating an area for improvement. Qualitative findings suggested that the model encouraged professional reflection, digital adaptation, and learner-centered practices. The Teacher KPI model shows potential as a formative evaluation framework for supporting continuous professional development aligned with Society 5.0 principles. Further validation through comparative studies and diverse educational contexts is recommended.