Teaching Campus Program: A Pedagogical Model to Support New Literacy Skills in Elementary Schools

Abstract

This study explores the pedagogical model implemented in Indonesia's Teaching Campus Program (Program Kampus Mengajar) and its role in supporting the development of new literacy skills, particularly digital literacy and data literacy, in elementary schools. Despite the program's potential to enhance 21st-century skills, several challenges were identified, including limited technological infrastructure, insufficient digital skills among teachers, and short program duration. These challenges hindered the effective integration of new literacy skills into the curriculum, especially in rural schools with limited access to digital tools and internet connectivity. The research employed a qualitative descriptive approach, with data collected through in-depth interviews, classroom observations, and documentation review. The results highlight the importance of collaboration between teachers and university students participating in the program, the effectiveness of project-based learning (PBL) in fostering new literacy skills, and the creative use of simple technology to overcome infrastructure limitations. However, the findings also emphasize the need for ongoing teacher training, curriculum reform, and continuous evaluation to ensure the sustainability of literacy development beyond the program's short duration. This study contributes to the understanding of how new literacy skills can be integrated into elementary education, proposing solutions such as intensive and sustained training for teachers, creative technological solutions, and collaboration between educators to bridge the gap between student needs and instructional methods. Future research should focus on long-term impacts and broader curriculum integration of digital literacy to address the evolving demands of 21st-century education in Indonesia.