SEE-ing the Path Forward

This study aims to provide an overview and analyze blended learning-based learning to improve the quality of learning at MAN 1 Sragen after the pandemic by using a qualitative-case study as paradigm. This is because blended learning is a form of learning innovation that combines several activities to make learning more flexible and efficient. Research data was collected through interviews, observations and documents which were then analyzed narratively through a process of data condensation, data presentation and conclusions. Interviews were conducted with the principal, vice principal of curriculum, teachers and students. The research results show that the implementation of blended learning-based learning at MAN 1 Sragen goes through four main processes, namely planning, organizing, implementing and evaluating. At the planning level, the school prepares curriculum guidelines that accommodate blended learning. In the organizing process, the school arranges human resources along with the main tasks and functions that must be carried out referring to the indicators of success to be achieved. In the learning evaluation process, the school carries out routine quantitative and qualitative reviews. The quality of blended learning-based learning is carried out by paying attention to three quality processes, namely input, output and outcome. Apart from that, blended learning based learning at MAN 1 Sragen also refers to several principles such as conformity with community needs, interest from school components in the integration of technology in learning, implementation of effectiveness and efficiency and implementation of productive learning that is able to produce good learning. quality. Blended learning-based learning makes the learning process more active, increases student independence and is able to strengthen students' learning experiences.

Medical education has increasingly emphasized social accountability and community-oriented learning to prepare graduates for complex health system challenges. Early Community Exposure (ECE) introduces medical students to real-world community and primary care contexts early in training, with the potential to foster empathy, professionalism, and contextual understanding of health. While ECE has been widely implemented, evidence remains limited regarding its impact on first-year medical students in newly established medical schools located in peripheral regions of Indonesia. This study explored how novice medical students experienced and interpreted their first exposure to community-based learning. This study employed a qualitative exploratory case study design. Participants were first-year medical students who completed the inaugural ECE program at Universitas Borneo Tarakan, a newly established medical school in North Kalimantan, Indonesia. Using purposive and snowball sampling, 15 students participated in in-depth semi-structured interviews conducted between January and March 2025. Interviews were audio-recorded, transcribed verbatim, and analyzed thematically using a hybrid inductive-deductive approach informed by community-based education, experiential learning, and social cognitive theory. Strategies to enhance trustworthiness included member checking, reflexive journaling, and peer debriefing. Seven interrelated themes were identified: (1) meaningful experiences, (2) early learning transformation, (3) bridging theory and practice, (4) professional identity formation, (5) internalization of professional values, (6) adaptation and motivation, and (7) program optimization. Students described ECE as a transformative and humanistic learning experience that enhanced empathy, responsibility, teamwork, and confidence. ECE enabled students to contextualize preclinical knowledge within real community settings while fostering early professional identity formation. Challenges included limited time allocation, scheduling constraints, and accessibility issues for some community participants. Early Community Exposure provided first-year medical students with a pivotal learning experience that integrated cognitive, affective, and professional development from the outset of training. Embedding structured reflection, mentorship, and institutional support may further strengthen the educational impact of ECE, particularly in peripheral and resource-limited settings. These findings highlight the value of early community-based learning in preparing socially accountable physicians.

This study aims to investigate the role of trust and website conversion in consumer responses to green product purchasing, with a new perspective through the lens of innovative website design's technology integration. To achieve this objective, an online survey was conducted with a sample of 384 consumers in Thailand. The results reveal that user trust in innovative website design are significant predictor website conversion in consumer responses to green product purchasing. Innovative website design's technology integration positively influences anticipated website usability and anticipated website quality requirements, which, in turn, enhances trust and leads to increased consumer conversion to green product purchasing. Moreover, anticipated website quality requirement acts as a partial mediator in the relationship between technology integration of innovative website design and user trust in innovative website design. The relationship between user trust in innovative website design and conversion of consumer response to green product purchase is notably strong (β = 0.203, p-value = 0.014), with user trust accounting for roughly 57.1 % of the variability in consumer conversion (R2=0.571). This substantial link suggests that in the broader context, enhancing elements that build trust within a website's design is crucial as it influences over half of the consumer's decision-making process related to green product purchases. Essentially, for industries and markets centered around eco-friendly products, investing in strategies to bolster user trust in their digital platforms could significantly drive consumer response and engagement. These findings have important implications for marketers and website designers seeking to enhance their green product sales by developing innovative website designs that incorporate technological integration and build trust with consumers. Both markers and website designers can use these insights to optimize their website design strategies, leading to increased conversion rates.

The aim of this study is to investigate how the integration of technology, particularly games, in mathematics education serves as an innovation in mathematics learning. The focus of this research is on the integration of technology in mathematics education, particularly concerning the topic of algebra, specifically linear equations in one variable, using gamification media with the assistance of RPG Maker MV application. This research employs a hermeneutic phenomenological approach to understand the subjective meanings contained in individual experiences related to the use of gamification in a learning context. A total of 39 seventh-grade students and 2 educators from a public junior high school in Luwuk were selected as subjects for this study. The research utilized both test and non-test instruments. Data analysis followed the Miles and Huberman model, involving three stages, namely data reduction, data presentation, conclusion drawing. The results showed that the integration of technology, particularly the use of gamification in mathematics education, has received a positive response from students especially in the field of students' interest, collaboration, and motivation and serves as an innovation in mathematics learning. RPG games have great potential to be used as an interactive learning tools in the classroom because they contain various interesting features that support the psychological and cognitive development of students. Researchers are recommended to design a didactic design that integrate technology, ensuring that educational practices are both engaging and effective in enhancing students' learning experiences.

Cultivating environmental literacy from an early age is a core priority in contemporary pedagogical research and educational practice. This qualitative classroom-based case study examines an educational intervention implemented within the framework of the “Skills Labs” for 3rd-grade primary school students, aiming to support the development of environmental literacy, active participation, and digital skills through the production of collective educational products. The intervention focused on the design and production of a printed school newspaper created by the students, using digital tools for collaborative writing, design, and layout, thus transforming theoretical knowledge into an experiential and collaborative learning process. The implementation was structured into four stages across seven two-hour sessions: (a) exploration of prior knowledge and local environmental issues through discussion and collective mapping, (b) engagement in hands-on environmental actions such as area clean-ups and tree planting, (c) collaborative article writing and digital content creation, and (d) final layout and production of the printed newspaper. Evaluation was based on qualitative data student-produced work, focusing on the quality of environmental content and the range of digital tools used. The findings suggest that the production of a tangible collective artifact supported student engagement and made visible students’ emerging environmental understanding and digital practices.

Background/Context The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers’ cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers’ observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/Recommendations Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers’ cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers’ understanding of themselves and how to teach culturally and linguistically diverse students.

This article explores the positive impact of information technology on student motivation in Christian Religious Education. The integration of digital platforms and innovative technologies has significantly enhanced the efficiency of the educational process, especially in the context of Christian Religious Education (CRE). The study reveals that the use of technology in learning, including interactive content and online learning tools, has sparked greater interest and enthusiasm among students to engage with and apply the Christian religious concepts taught. By utilizing qualitative descriptive research methods and focusing on library research, the study highlights the role of technology in enriching students' learning experiences, particularly in the current era of disruption. The findings emphasize that the effective use of technology positively influences student motivation, encouraging them to learn and explore Christian teachings with greater commitment. Contributions: This article explores the positive impact of information technology on student motivation in Christian Religious Education. It demonstrates how digital platforms and innovative technologies enhance student engagement and understanding of Christian teachings. The research contributes to the discussion on integrating technology into religious education, making it more interactive and efficient. Artikel ini membahas dampak positif teknologi informasi terhadap motivasi belajar siswa dalam Pendidikan Agama Kristen. Integrasi platform digital dan teknologi inovatif secara signifikan meningkatkan efisiensi proses pendidikan, khususnya dalam konteks Pendidikan Agama Kristen (PAK). Penelitian ini menunjukkan bahwa penggunaan teknologi dalam pembelajaran, termasuk konten interaktif dan alat pembelajaran daring, telah meningkatkan minat dan antusiasme siswa untuk terlibat dan menerapkan konsep-konsep agama Kristen yang diajarkan. Dengan menggunakan metode penelitian deskriptif kualitatif yang berfokus pada studi pustaka, penelitian ini menyoroti peran teknologi dalam memperkaya pengalaman belajar siswa, terutama di era disrupsi saat ini. Temuan penelitian menekankan bahwa penggunaan teknologi yang efektif dapat mempengaruhi motivasi belajar siswa secara positif, mendorong mereka untuk lebih berkomitmen dalam mempelajari ajaran Kristen. Kontribusi: Artikel ini mengkaji dampak positif teknologi informasi terhadap motivasi belajar dalam Pendidikan Agama Kristen. Teknologi digital dan platform inovatif meningkatkan keterlibatan siswa serta pemahaman ajaran Kristen. Penelitian ini berkontribusi pada pembahasan integrasi teknologi dalam pendidikan agama, menjadikannya lebih interaktif dan efisien.

Purpose: The paper aims to provide a robust foundation for understanding the significance and application of experiential learning as an attractive alternative for classroom learning. Through the identification and evaluation of various types of experiential learning, the research seeks to elucidate the diverse approaches and their impacts on student learning outcomes, skill development, and career readiness. Furthermore, by focusing on the integration of curriculum and faculty training to foster an innovation culture, it aims to delineate strategies for enhancing educational practices to align the objectives of higher education with real-world applications. By predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models, thereby providing insights that can inform educators, administrators, and policymakers in enhancing the effectiveness and inclusivity of experiential learning in higher education. Methodology: This paper presents the multifaceted landscape of experiential learning within the context of higher education. The primary objectives of the paper include gaining a comprehensive understanding of the concept and principles of experiential learning, identifying and evaluating various methods of experiential learning and their impacts in higher education, and exploring the integration of curriculum and faculty training to foster an innovation culture based on exploratory research methods. Results/Analysis: The paper aims to assess the impact of experiential learning adoption on student learning, skill development, and career readiness, emphasizing the importance of aligning educational practices with real-world applications. Furthermore, the paper seeks to address critical issues related to equity and inclusivity in experiential learning, along with identifying faculty training needs. By examining challenges and proposing solutions, the chapter contributes to creating an inclusive environment that benefits a diverse student body. The analysis takes a forward-looking approach by predicting future trends in experiential learning, considering the influence of technological advancements, global collaboration, and integration with emerging learning models. Originality/Value: This holistic exploration serves as a valuable resource for educators, administrators, and policymakers seeking to enhance the effectiveness and inclusivity of experiential learning in higher education. Type of paper: Exploratory Research.

Experiential learning is not a new concept to education. Experiential learning continues to empower learners to construct knowledge through the exploration of activities based on their physical and social environment, as well as individual's inner world and intuition. In this age of extreme climate change and environmental concerns, one important focus of educational institutions has been to teach the next generations of students about sustainability and the preservation of natural resources. Discussions on sustainability have spurred interest among researchers, educators, and policymakers both nationally and globally. India, a rapidly emerging economy, in the Asia-pacific region, has also actively engaged in its discussions at the policy level. However, more research is needed to explore how sustainability is integrated into the mainstream education system. This qualitative single case study explored teachers' perceptions and practices of using an experiential learning approach to teach sustainability in a private Prek-10th grade school in India. The findings demonstrated that experiential learning can be an impactful approach to teach sustainability. The study revealed new insights on the value of using an experiential learning approach to teach sustainability to the next generation of students. The findings highlighted that engaging in experiential learning can help acquire practical knowledge and awareness about sustainability through hands-on learning experiences. Such awareness can result in pro-environmental behavior. This study provides valuable insights on the importance of using an experiential learning approach to teach sustainability that can help bring individual and collective transformation for a safer, healthier, happier, and a sustainable world.

The landscape of learning and teaching is changing through the recognition of a diversity of learning types, new student generations as well as advances in technology and theory in education. While claims for interdisciplinary research and inquiry-based approaches, as well as integration of new media and technologies are at the heart of current discourses on teaching and learning, most educational activities still take place in a conservative format of the hierarchical teacher–student relationship in rather traditional educational facilities. As an architect and anthropologist, but most of all, as an academic who is devoted to teaching and research, I believe in teaching and learning experiences that are based on theoretical and methodological explorations in different disciplines in order to develop practical, research and critical thinking skills among the students. Students are motivated and engaged when they understand why information is important for them. Through an inquiry-based approach, abstract information becomes tangible and contextualized. In this chapter, I will first discuss common characteristics of our learners, today’s generation of students (the Millennials). Second, I will conceptually locate my approach to teaching among inquiry-based approaches such as Situated Learning, Learner-centered Teaching and Universal Design for Learning, which I see as complementary to each other. Third, I will explain my course design and give an account of two courses as examples for Inquiry-based Learning in action. Although these courses address architecture students, the Inquiry-based Learning and teaching experiences from these courses will inform a larger, more general audience interested in the subject matter.

This study examines whether summer programming that relies on the delivery of a hands-on, experiential service learning curriculum to deliver content is able to reduce or eliminate summer learning loss in middle school students. Using Alexander, Entwisle, and Olson's (2001) faucet theory as a theoretical framework and a qualitative case study design, the study explores two summer programs in Rhode Island. These programs, one in a low-income community and the other in a mixed-income community both shares a common curriculum of experiential service learning as the framework for their programs. The findings suggest that these hands-on, experiential summer programs had significant positive effects on a variety of student outcomes. Primarily, stakeholders perceived significant effects of the program on social and emotional learning and the development of 21st century skills including problem solving, critical thinking, collaboration, and communication. Data also suggests that programs do have academic benefits for students as well, but the extent of those benefits are less clear. The study also found that the service learning component was not implemented effectively and therefore had little impact on program outcomes. This research has implications for experiential learning research as well as research on effective summer interventions that can help reduce achievement gaps. It also has implications for policymakers and practitioners seeking to implement different forms of summer programming that can be effective at reducing or eliminating summer learning loss. The need for further quantitative research to confirm these findings is required, but the study does suggest that experiential learning is an effective tool for reducing summer learning loss and helping to stem the growth of achievement gaps during the summer months.

Objective: The objective of this study is to investigate the gap between academic experiences and professional success by examining various dimensions of graduates' journeys. By investigating graduation rates across diverse programs, the research sheds light on patterns that may inform institutional improvements and highlight areas where students excel or struggle. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Various career development theories, such as Super's Life-Span and Life-Space theory (Super,1980), can offer insights into the lifelong impact of educational experiences on career trajectories. This theory posits that career development is not a linear process but a series of stages influenced by personal circumstances and environmental contexts. In the context of this tracer study, Super's framework provides a valuable lens through which to analyze the experiences of Bulacan State University Graduate School alumni as they navigate their educational and professional journeys.stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research is a mixed-methods approach, integrating both quantitative and qualitative methodologies to comprehensively understand graduates' career trajectories. The research design followed a cross-sectional framework, collecting data at a specific time to capture graduates' current employment landscape from 2020 to 2024. Data collection was carried out through surveys and actual interview. Results and Discussion: This tracer study reveals significant insights into graduate outcomes and recommendations for program enhancement. The Master of Arts in Education (MAEd) dominates the graduate distribution at 51%, driven by the educational sector's need for advanced qualifications. Alumni shared the importance of postgraduate education for career advancement, particularly emphasizing research, leadership, and management skills. Key recommendations from PhD alumni focus on enhancing academic excellence through two sub-themes: Academic Administration and Support, and Innovative Learning and Development. Improving administrative processes, faculty hiring, and research support is needed in creating a more efficient and supportive academic environment. This approach aims to increase faculty satisfaction and retention, fostering a stronger academic community. Innovative Learning and Development emphasizes diverse educational methods, including extracurricular activities and online courses tailored to different learning styles. The integration of technology and a research-based teaching approach are seen as essential for preparing students for modern challenges. Additionally, alumni from Master's programs advocate for holistic academic development through experiential learning and mentorship, enhancing students' confidence and competence in real-world applications. Research Implications: The tracer study's implications include enhancing curricula with experiential learning, streamlining administrative processes, and fostering industry collaborations to better align education with job market needs. It emphasizes the importance of flexible program structures and student empowerment to improve engagement and motivation. Theoretically, it contributes to competency-based education models by highlighting the integration of practical skills into academic frameworks. Overall, the study call the need for adaptive educational practices that prepare graduates for real-world challenges while enriching existing educational theories. Originality/Value: This tracer provides empirical evidence on how specific skills acquired in graduate programs influence career advancement and emphasizes the need for aligning curricula with industry demands. The study introduces innovative frameworks for student empowerment and experiential learning, offering practical insights for educators and policymakers. It contributes to the theoretical understanding of graduate education's impact on workforce readiness and socio-economic development.

Technology integration transformed education, redefining the teaching and learning experience. Today's classrooms have come a long way from the days of textbooks and blackboards. This study focuses on the design and development of an instructional module aimed at enhancing faculty digital competence in technology integration within higher education. Employing a Design and Development Research (DDR) methodology and guided by the ADDIE Model, the research involved comprehensive needs assessments through stakeholder interviews and expert evaluations. The instructional module was structured to address identified gaps in faculty technology integration skills and is grounded in Kolb’s Triple E Model of Engaging, Enhancing, and Extending learning experiences. Evaluation results from a panel of experts revealed that the module effectively met several key pedagogical standards, demonstrating high levels of content clarity, engagement, and appropriateness for professional development needs. Despite these strengths, the findings indicated opportunities for improvement, particularly in the areas of content inclusivity for diverse learners and the incorporation of structured self-assessment and reflection opportunities. Recommendations emerging from the study include enhancing content tailored to varied learning styles, fostering deeper reflective practices, establishing continuous feedback mechanisms, and conducting professional development sessions to support effective module implementation. This study underscores the importance of continually refining instructional resources to empower faculty in effectively integrating technology within their teaching practices, ultimately enhancing student learning experiences in the digital era.

This article delves into the use of technological resources to improve writing skills in the English language. It presents findings from observations carried out at the Eloy Alfaro University in the city of Chone, which reveal knowledge about technological integration, online learning platforms, and interaction with writing. The results indicate different levels of adoption and effectiveness in the incorporation of technology in the teaching of writing in English. Notably, there is a strong emphasis on adapting to technological changes and integrating online platforms to motivate students and facilitate learning outside the classroom. The document also highlights the importance of providing feedback to students using technological tools to improve their writing development. Furthermore, the study emphasizes the positive impact of technology on students' engagement and performance in writing tasks. Overall, the research highlights the importance of integrating innovative technological resources into language education to improve students' writing skills and the overall learning experience.

In the global maritime industry, English proficiency is essential for cadets to perform effectively in international settings. However, English for Specific Purposes (ESP) instruction in maritime education often lacks contextual application. This study explores how the integration of Teaching Factory (TEFA) and micro internships influences cadets’ learning experiences in ESP programs. Drawing on a qualitative case study using narrative inquiry, this research involved 40 cadets from a maritime academy in Surabaya who had completed both micro internship programs. Data was collected through semi-structured interviews, questionnaires, and observations over six weeks, and analyzed thematically. Thematic analysis was employed to identify, analyze, and report patterns (themes) within the data. The Findings of this study showed that TEFA and micro internships provided real-world learning environments where cadets could apply ESP in authentic maritime contexts. Most cadets agreed that the ESP content was relevant to their future work and that these practical experiences improved their confidence and language use. TEFA helped cadets understand industrial communication, while micro internships offered direct exposure to professional situations, enhancing their ability to use English for technical and emergency communication. Additionally, cadets appreciated the industry-based guidance provided by ESP instructors. The study concludes that integrating work-based learning models like TEFA and micro internships with ESP instruction enhances cadets' linguisticompetence, motivation, and job readiness. These findings highlight the need for ESP curricula to be closely aligned with industry demands and call for stronger collaboration between educational institutions and maritime industries. This research contributes to the ongoing development of contextualized and applicable ESP programs in maritime education.