Teacher’s Ability in Motivating Students in the Digital Era
DOI:
https://doi.org/10.29407/tqm3ww87Abstract
Teachers' ability to motivate students is an important component of effective learning, particularly in the digital era. Digital technology provides opportunities for interactive and contextual learning, but also creates challenges such as digital distraction, unequal access, and differences in teacher competence. This study aims to analyze teachers' motivational strategies, forms of student appreciation, the role of teacher–student communication, and challenges in motivating students in digital learning environments. This study employed a library research method by identifying, selecting, analyzing, and synthesizing relevant literature published between 2016 and 2026. The findings indicate that contextual learning, varied teaching strategies, meaningful technology integration, gamification, support for self-regulated learning, appropriate appreciation, and empathetic communication can support student motivation. Self-Determination Theory explains the importance of autonomy, competence, and relatedness, while the TPACK framework emphasizes the integration of technology, pedagogy, and content. However, digital distraction, unequal access to technology, differences in teacher competence, and workload remain significant challenges. The study concludes that motivating students in the digital era requires the integration of technological, pedagogical, communicative, and social-emotional competencies
Keywords:
learning motivation, teacher competence, digital era, student motivation, digital learningDownloads
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Copyright (c) 2026 Khendy Prasetyowati , Resfiana Dwi Rosyidah, Anisa Cahya Setyaningrum (Author)
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