Transformation of Traditional Teachers into Educational Influencers in Schools

Abstract

The development of digital technology has brought about major changes in the world of education, encouraging teachers to not only become facilitators in the classroom, but also transform into public figures who have broad influence through social media. This study aims to describe the process of transformation of traditional teachers into digital educators (educational influencers), identify supporting and inhibiting factors, and analyze their impact on the learning environment in schools. The method used is a literature study with a descriptive qualitative approach. Data sources come from relevant national and international scientific literature during the period 2019–2024. The results of the study show that this transformation process involves three main dimensions: the formation of a new professional identity, creativity in delivering educational content digitally, and the expansion of social networks that enable collaboration between teachers and communities. The main supporting factors include school technology support, digital literacy training, and positive student responses to a more visual and interactive learning approach. However, this transformation also faces obstacles such as the digital literacy gap between teachers, limited infrastructure in 3T areas, and social pressure due to "viral culture". In conclusion, the transformation of teachers into educational influencers can create a learning environment that is more participatory, inclusive, and relevant to the needs of the times, but requires structural support and adaptive education policies.