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Abstract

This study explores vocational high school teachers' resistance and adaptation in responding to educational digitalization and examines the factors shaping this process. A qualitative phenomenological approach was employed to investigate teachers' lived experiences at SMK Muhammadiyah 1 Kepanjen, Indonesia. Data were collected through in-depth interviews, observations, and documentation, and analyzed using thematic analysis. The findings indicate that teacher resistance is not a rejection of technology but a transitional phase characterized by hesitation, uncertainty, and adjustment. Internal factors such as digital literacy, technological self-efficacy, and generational differences influence teachers' responses, while external factors, including leadership, infrastructure, and professional communities, support adaptation. Teachers gradually develop adaptive strategies by integrating digital tools with conventional teaching practices. These findings highlight the reconstruction of teachers' professional identities. Although this study did not directly examine students with disabilities, the processes of teacher adaptation identified here include flexibility, differentiated support, and pedagogical adjustment. These elements are foundational to creating inclusive digital learning environments in vocational education. The study concludes that resistance and adaptation are interconnected phases in teachers' professional development during educational digitalization.

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