Introduction

The 21st century is an era of digitalization characterized by the rapid development of technology and information(Husain & Kaharu, 2021). This advancement in technology and information affects all aspects of life, including education, where technology has become integral to learners' lives. The rapid pace of this era's development is directly proportional to the emergence of increasingly complex problems, requiring human resources capable of addressing these challenges. Education in this century is expected to foster the development of high-quality human resources capable of confronting the global challenges of the 21st century.(Daryanto & Karim, 2017).

In Indonesia, internet usage has been increasing yearly, with 202.6 million users in 2021, a 15.5% increase from the previous year(Kompas, 2021). This trend highlights the growing influence of globalization in Indonesia. The impact of globalization on education is evident in the widespread adoption of internet-based learning systems, with even young children becoming proficient in operating smartphones and computers. Furthermore, there has been a rise in digital games for children that utilize Augmented Reality technology as a digital learning tool. According to research, someone can incorporate Augmented Reality, a digital technology, into informal school curricula for early childhood education. This technology can enhance children's cognitive abilities and creativity(Madanipour & Cohrssen, 2020). In this era, we face the challenge of creating educational systems or programs that foster critical thinkers(Mukminan, 2014).

The National Education Standards Agency has outlined the paradigm shift from outdated learning to student-centred education for the 21st century. The Ministry of Education and Culture of the Republic of Indonesia has formulated the 21st-century learning paradigm, emphasizing students' abilities to seek information from various sources, develop problems, think analytically, collaborate, and cooperate to solve problems. To achieve these goals, the Ministry of Education and Culture has adapted three concepts in developing the curriculum for the 21st century. These concepts are 21st-century skills, scientific approach, authentic learning, and authentic assessment. These concepts characterize the learning models teachers should implement in their teaching activities at school.

In addition to the three concepts mentioned above, 21st-century education has several characteristics, namely: being creative and innovative, critical thinking, integrating various disciplines, having easy access to knowledge, being communicative and collaborative, respecting differences of opinion, and lifelong education(You et al., 2022)(A. T. Hasibuan & Prastowo, 2019). To realize Indonesia's Creative Economy in 2045, educational institutions must further develop their ability to manage human resources in line with these academic characteristics.

The readiness to meet the demands of globalization requires the ability to adapt quickly to changes or choose not to become bystanders or victims of technological digitization. To overcome this lag, someone can prepare the knowledge, skills, and attitudes of human resources to compete globally(Nugraha, 2016). The impact of globalization will result in job loss for human resources as it becomes increasingly replaced by robot labour due to technological advancements. To effectively address the potential rise in unemployment, it is essential to foster collaboration between the government, educational institutions, and society. This collaboration should prioritize education and training for individuals of all generations, aiming to cultivate a highly skilled workforce and nurture high-quality human resources(Tryon, 2013)(Kusumaningrum et al., 2017).

Education is one of the responses to globalization, serving to develop knowledge and skills. Education also plays a role in continuously providing knowledge and preparing competencies to compete globally(Nasrika, 2019). Furthermore, training significantly influences the development of skills and expertise in human resources(Ju & Li, 2019)(Gunawan & Benty, 2017). Education and training are just a few of the many ways to prepare human resources in the era of globalization(Malik, 2018).

The management of human resources in the field of education is crucial in producing excellent graduates and addressing new challenges. Given the rapid flow of globalization and the emergence of various challenges, educational institutions need to develop their structures and capabilities to face the paradigm of 21st-century education(Maulana & Nurhafizah, 2019).

In Indonesia, Early Childhood Education is responsible for fostering character and producing graduates with high-quality human resources capable of meeting the challenges of the times. The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) has allocated operational funds that focus more on procuring ICT and APE products aligned with the learning themes to enhance the development of critical, creative, and innovative characters in early childhood education(Eko, 2021). As a result, education in this century has become increasingly essential to ensure that students have the skills to learn, innovate, use technology and information media, and adapt to working and surviving using life skills(Trilling & Fadel, 2009).

The Al Abidin Foundation is a community organization that oversees educational institutions from early childhood education to high school. One of its educational institutions is TK Qur'an Platinum in Colomadu, Karanganyar. The manager of this early childhood education institution is an experienced leader and teacher in early childhood education. They have successfully served as the school principal from 2004 to the present.

According to the initial research findings, somebody discovered that TK Qur'an Platinum has ten (10) human resources, of which four (4) teachers lack a relevant educational background for early childhood education. Another finding is that four (4) out of the ten (10) teachers in TK Qur'an Platinum are not proficient in computer-based teaching. To address these issues, TK Qur'an Platinum conducts computer-based introduction and