Bridging the AI Gap: Validating Student Preference for Dialogic, Co-Agency, and Ethical Learning in Indonesia

Primary January 2026

This study investigates Indonesian upper-secondary students’ preferences for Post-School Pedagogy (PSP) in the context of AI-driven learning. The results show strong student support for dialogic, agency-focused, and ethically grounded learning models, with only minor regional differences, indicating broad readiness for pedagogical transformation.

Self-Esteem, Student Engagement, and Academic Performance in Universitas Terbuka, Indonesia

Secondary September 2024

This preliminary study investigates the interplay between self-esteem, student engagement, and academic performance in distance education at Universitas Terbuka. The findings show that student engagement strengthens the influence of self-esteem on academic outcomes and highlight the role of cultural background in shaping engagement and learning performance.

Innovative Learning and Evaluation Strategies for Digital Students

Primary June 2024

This article examines how advanced digital technologies and online assessments are reshaping higher education. Based on a survey of students at Universitas Terbuka, it reveals differing levels of digital readiness across faculties and highlights the need for targeted strategies to support equitable and effective digital learning.

Beyond Traditional Practicums: Exploring the Potential of Scalable Practicum in Science Courses

Primary December 2024

This study analyzes the development of virtual laboratories at Universitas Terbuka as a scalable practicum solution for science education. Originating during the Covid-19 pandemic, the findings show that virtual labs remain an effective and equitable alternative to face-to-face practicums, supporting student engagement and access across diverse geographic contexts.

Transforming digital learning and assessment strategies in higher education

Primary January 2024

This study explores the use of advanced digital technologies in higher education and reveals differences in students’ digital readiness and learning expectations across faculties. Based on a survey at Universitas Terbuka, it highlights key challenges and the need for targeted strategies to support inclusive and effective digital learning.

Scale development on university students’ digital and online competencies

Primary December 2024

This study develops and validates a self-assessment tool that enables university students to independently evaluate their digital and online competencies (DOCs). Using a large-scale quantitative approach and SEM-PLS analysis, the research confirms the instrument’s reliability, validity, and scalability to support digital readiness and lifelong learning in higher education.