Students' Readiness for the Digitalization of Typography Learning Materials in Vocational Graphic Design Education

Abstract

The digital transformation in education drives the development of more flexible and adaptive instructional materials aligned with the characteristics of 21st-century learners. In vocational education, particularly within the field of Visual Communication Design (VCD), typography constitutes a fundamental competency; however, the instruction of this subject continues to face considerable challenges, especially regarding the limited availability and inadequate appeal of existing learning resources. This study aims to analyze student readiness toward the digitalization of typography instructional materials in VCD vocational education. A quantitative approach employing a descriptive survey method was adopted, involving 120 tenth-grade VCD students from several Vocational High Schools (Sekolah Menengah Kejuruan/ SMK) in Sragen Regency as respondents. Data were collected through a questionnaire measuring five dimensions: interest in typography learning, difficulties in comprehending typographic concepts, the condition of currently available learning resources, self-regulated learning, and readiness toward the digitalization of typography materials. The findings indicate that 87% of students expressed interest in learning typography; however, 78% encountered difficulties in understanding its core concepts. Regarding learning resources, 67% of students reported a need for supplementary instructional materials, while 87% perceived the existing materials as insufficiently engaging. In terms of self-regulated learning, 71% of students actively sought alternative learning sources when the subject matter remained unclear, yet 62% rarely revisited typography content independently. With respect to digitalization readiness, 74% of students expressed a need for instructional materials that can be accessed flexibly, and 83% indicated support for the digitalization of typography content. These findings suggest that the digitalization of typography instructional materials holds significant potential for promoting more flexible learning experiences, strengthening conceptual understanding, and fostering self-regulated learning among students in VCD vocational education.