Digital Transformation in Educational Institutions: A Phenomenological Analysis of Educators Experience in the Utilization of Autocrats in Bantul, Yogyakarta

Abstract

Digital transformation in education administration is a strategic need in the era of technological disruption. This phenomenological study explores the experience of educators and administrative staff in implementing Autocrat for digital certificate automation in educational institutions in Bantul Yogyakarta, DIY. Through the Interpretative Phenomenological Analysis (IPA) approach, 25 participants from various levels of education who had participated in the intensive workshop were interviewed and observed. Data were collected through triangulation methods: in-depth interviews, participatory observations, and digital document analysis. The thematic analysis revealed three key findings: (1) cultural resistance to digital change that presents adaptation challenges; (2) the role of educators as a liaison between technology generations, facilitating digital knowledge transfer; and (3) the formation of a collaborative ecosystem between educators, local communities, and the government. The results of the study confirm that the success of technology adoption is not only determined by individual digital literacy, but also by the strength of local values, community narratives, and institutional support. This study recommends a human-centered approach to design and the establishment of digital task forces in educational institutions to ensure inclusive and sustainable technology adaptation.