Teacher competency and skills in implementing the ADDIE method to enhance professionalism and quality of learning and education in East Nusa Tenggara (NTT)

The quality of education in East Nusa Tenggara (NTT), Indonesia, remains among the lowest in the country, with teacher competency identified as a critical bottleneck. The primary contribution of this study is the development and theoretical grounding of the ADDIE-NTT framework—a culturally responsive, resource-adaptive adaptation of the ADDIE instructional design model specifically constructed for the geographic, linguistic, and infrastructural realities of eastern Indonesia. To build this framework on empirical rather than speculative foundations, the study adopts a sequential evidencebuilding logic in which three subordinate components—mapping teacher competency baselines, evaluating ADDIE-based professional development, and identifying contextual implementation barriers—each directly inform one or more dimensions of the proposed framework. The competency mapping ( n = 312, cross-sectional survey) establishes which ADDIE phases require the greatest contextual adaptation; the quasi-experimental training evaluation ( n = 87, pre–post design) suggests that structured ADDIE-based professional development may be associated with substantial gains (Cohen's d = 0.78) even under NTT's constrained conditions, validating the framework's feasibility; and the qualitative barrier analysis ( n = 28 interviews) identifies the cultural, linguistic, and institutional conditions that the framework must structurally address. The four components are therefore not parallel objectives but a single integrated evidence chain culminating in the ADDIE-NTT framework's three core mechanisms: Cultural-Linguistic Contextualisation (CLC), Resource-Adaptive Design (RAD), and Community-Embedded Evaluation (CEE). Findings reveal significant gaps in pedagogical competency, particularly in the Analysis and Evaluation phases, attributable to limited access to professional training, inadequate infrastructure, and the absence of systematic instructional design frameworks in school practice. Instructional design competency— operationalized through the validated Teacher ADDIE Competency Scale (TACS) and an independent lesson plan quality rubric scored by two blind raters— showed significant improvement following the professional development programme, though causal attribution requires caution given the absence of a control group [t(86) = 14.23, p < .001, Cohen's d = 0.78]. Qualitative data further illuminate contextual barriers unique to NTT, including geographic remoteness and multilingual student populations. The ADDIE-NTT framework synthesizes these findings into actionable design principles and advocates for its integration into regional pre-service and in-service teacher development programmes. Implications for policy, curriculum design, and educational investment in eastern Indonesia are discussed.