Proceedings of the Education and Psychology International Conference

FROM HUMAN RESOURCE TO HUMAN DIGNITY: A SYSTEMATIC LITERATURE REVIEW OF LEADERSHIP AND SUSTAINABLE HRM IN EDUCATIONAL COUNSELING SYSTEMS

Hikmatun Balighoh Nur Fitriyati — Fri, 09 Oct 2026 00:00:00 +0700

The convergence of leadership and sustainable human resource management (S-HRM)
has driven a paradigmatic shift from an instrumental human resource logic toward dignity-based
organizing. However, the conceptual integration among leadership, S-HRM, and human dignity
remains fragmented, particularly within educational counseling systems. This study aims to
synthesize the intellectual development, conceptual nexus, and implications of integrating these
three domains through a systematic literature review. Following the PRISMA 2020 guidelines,
this review analyzed 28 selected articles retrieved from Scopus, ScienceDirect, Google Scholar,
and citation-based searching, primarily published during 2021–2025, complemented by seminal
works as theoretical foundations. Using descriptive mapping, thematic synthesis, and theorybuilding conceptual integration, the review identifies three major shifts: leadership has evolved
from a performance-control orientation toward a relational-ethical infrastructure; S-HRM has
transformed from resource optimization into a human development architecture; and human
dignity has moved from an ethical complement to an organizing principle. The findings reveal an
increasing convergence among these domains through the themes of well-being, flourishing,
meaningful work, sustainable employability, and dignity-based organizing. This synthesis
produces an integrative framework, From Human Resource to Human Dignity. It proposes a
Dignity-Based Educational Counseling Ecosystem, positioning counseling systems as a strategic
locus for integrating relational leadership, developmental HRM, and dignity-based sustainability.
The review contributes theoretically by advancing a shift from human resource logic toward
human dignity logic as a new paradigm, while offering practical implications for reconstructing
educational counseling systems as human development ecosystems oriented toward flourishing,
justice, and sustainability.

ARTIFICIAL INTELLIGENCE VS EMOTIONAL INTELLIGENCE: SHAPING THE FUTURE OF SOCIAL EMOTIONAL LEARNING IN TODDLERS

Alfiah Izzatun Nisa, Fathin Farah Fadhilah, Naila Nasywa — Fri, 09 Oct 2026 00:00:00 +0700

The increasing integration of Artificial Intelligence (AI) into the daily lives of
Generation Alpha toddlers has sparked debate about its implications for Social-Emotional
Learning (SEL) and the development of Emotional Intelligence in early childhood. This study aims
to identify current trends in AI technologies that interact with toddlers, examine the positive and
negative effects of AI on children's SEL, and formulate pedagogical recommendations for early
childhood education teachers in balancing the use of AI with the development of children's
emotional competencies. This study employed a Systematic Literature Review (SLR) approach,
drawing on peer-reviewed journal articles and other relevant academic literature concerning AI,
Emotional Intelligence, and SEL in early childhood education. The collected data were analyzed
using content analysis techniques. The findings indicate that AI has considerable potential to
enhance social-emotional learning by providing personalized and interactive learning experiences.
However, AI cannot replace the essential role of authentic human interaction in fostering children's
emotional intelligence. Therefore, the integration of AI into early childhood education should be
balanced, prioritizing meaningful social relationships and emotional development as the
foundation for children's holistic growth.

RETHINKING STUDENT WELL-BEING IN THE AGE OF ARTIFICIAL INTELLIGENCE: A SYSTEMATIC LITERATURE REVIEW

Ara Della Maharani — Fri, 09 Oct 2026 00:00:00 +0700

The advancement of Artificial Intelligence (AI) in higher education has transformed
how students learn, access academic support, and seek psychological assistance. However, the
relationship between AI and student well-being continues to yield mixed findings. This study aims
to systematically review the role of AI in student well-being in higher education. A Systematic
Literature Review methodology was employed, guided by the PRISMA framework and the PICOC
structure. Literature searches were conducted across the Scopus, SpringerLink, and ScienceDirect
databases, yielding an initial pool of 325 articles. Following a rigorous process of identification,
deduplication, title and abstract screening, and full-text eligibility assessment, 21 articles met the
inclusion criteria and were subsequently analyzed qualitatively. The findings indicate that AI can
function as a source of academic support, a self-help tool, a medium for reflection, a motivational
reinforcer, a facilitator of emotional regulation, and an instrument for the early detection of
psychological risks among students. Nevertheless, AI also has the potential to generate anxiety
about AI, technological dependency, ethical concerns, algorithmic bias, and disruptions to digital
well-being. These findings underscore the necessity of developing AI in a manner that is humancentered, ethical, transparent, and integrated with human support to ensure its positive contribution
to student well-being.

MAPPING THE EVOLUTION OF ARTIFICIAL INTELLIGENCE IN COUNSELING RESEARCH: A BIBLIOMETRIC ANALYSIS OF TRENDS, THEMATIC STRUCTURES, AND RESEARCH GAPS FROM 2016 TO 2026

Cristin Mutiara Damanik — Fri, 09 Oct 2026 00:00:00 +0700

Artificial intelligence (AI) has become increasingly visible in counseling-related
scholarship through chatbots, machine learning, natural language processing, large language
models, digital mental health platforms, and decision-support systems. This study maps the
evolution of AI in counseling research from 2016 to 2026 and interprets the field from a
counseling-centered, human-in-the-loop perspective. Records were retrieved from Scopus and
ScienceDirect and processed using sequential year, document type, subject area, and deduplication
filters. From 340 initial records, 119 articles constituted the final bibliometric corpus. Descriptive
bibliometric analysis, VOSviewer, and Bibliometrix/Biblioshiny were used to examine annual
scientific production, keyword co-occurrence, temporal overlay, keyword frequency, thematic
structure, and conceptual proximity. Publication output developed gradually from 2016 to 2022,
accelerated after 2023, and reached its highest reported level in 2025 with 43 articles; the 2026
output remains provisional. Artificial intelligence and mental health form the principal organizing
concepts, whereas counseling and psychotherapy are connected but less structurally prominent
than machine learning, natural language processing, digital health, and symptom-oriented topics.
Temporal and conceptual maps indicate a transition from telemedicine and eHealth toward
ChatGPT, generative AI, and large language models. Counselor competence, counselor education,
supervision, therapeutic alliance, multicultural counseling, school counseling, professional
accountability, and evidence-based counseling outcomes remain weakly integrated. The study
contributes a structured research agenda that emphasizes counselor-supervised AI, ethical
governance, culturally responsive design, rigorous outcome evaluation, and the preservation of
human professional responsibility. Bibliometric prominence is interpreted as evidence of scholarly
attention, not as proof of clinical effectiveness or causal impact.

CHATGPT AS A SCAFFOLDING TOOL FOR STUDENTS’ SELF-REGULATED LEARNING: A SYSTEMATIC LITERATURE REVIEW

Dita Isna Maulida Khulwa, Mutiara Cahyani, Achmad Miftachul ‘Ilmi — Fri, 09 Oct 2026 00:00:00 +0700

The development of ChatGPT and generative artificial intelligence (GenAI) has opened
new opportunities to support students' self-regulated learning (SRL). This study aims to
systematically examine the role of ChatGPT/GenAI as a scaffolding tool in strengthening SRL.
The method used is a systematic literature review by following the PRISMA flow. Articles are
obtained from Scopus, ScienceDirect, and SpringerLink databases with a publication span of
2023–2025. Of the 268 initial articles, 24 articles met the inclusion criteria and were analyzed
thematically. The results of the study show that ChatGPT/GenAI plays a role in several forms of
scaffolding, namely metacognitive scaffolding, feedback scaffolding, reflective-dialogic
scaffolding, writing-process scaffolding, motivational scaffolding, collaborative scaffolding, and
AI literacy scaffolding. The most supported SRL dimensions include planning, monitoring,
feedback use, help-seeking, reflection, self-evaluation, strategy adjustment, learner autonomy,
motivation, and self-efficacy. However, the use of ChatGPT/GenAI also presents challenges,
including over-reliance, superficial use, hallucinations, limited personalization, weak social
presence, and academic ethical issues. This study confirms that ChatGPT/GenAI is effective as a
scaffolding tool when used through a directed, reflective, critical, and ethical learning design.

ISLAMIC PARENTING AND EARLY CHILDHOOD CHARACTER DEVELOPMENT: A THEORETICAL STUDY AND ITS IMPLICATIONS IN MUSLIM FAMILY EDUCATION

Achmad Junaidi, Premuriska Eka Wulandari, Moh. Madani, Maimun — Tue, 13 Oct 2026 00:00:00 +0700

Character formation in early childhood constitutes a critical foundation for cultivating
a morally upright generation. This article aims to theoretically examine Islamic Parenting, a childrearing approach grounded in Islamic values, and its implications for early childhood character
development. Employing a descriptive-analytical library research method, this study collects and
analyzes primary and secondary sources, including classical Islamic texts, Islamic education
textbooks, and nationally and internationally indexed journal articles. The findings indicate that
Islamic Parenting integrates three primary dimensions: the tawhid dimension, the akhlaq
dimension, and the exemplary modeling dimension, which collectively shape a child's character
holistically. This study contributes to the discourse on Islamic family education by proposing a
conceptual framework for Islamic Parenting that can serve as a practical reference for Muslim
parents.

ANALYSIS OF DEVELOPMENTAL TASK INVENTORY RESULTS AND THEIR IMPLICATIONS FOR EMPATHY LEVELS AMONG TENTH-GRADE STUDENTS

Ahmad Fasya Alfayyadl, Edy Purwanto, Muslikah, Anwar Sutoyo — Tue, 13 Oct 2026 00:00:00 +0700

This research is motivated by the prevalence of bullying and declining social care among
adolescents, while empathy studies based on developmental task profiles remain limited. This
study aims to describe the developmental task profile of Grade X students and analyze its
implications for empathy levels. A descriptive quantitative survey approach was employed,
involving 70 Grade X students of MANU Putra Buntet Pesantren selected through total sampling.
Data were collected using the High School Developmental Task Inventory (ITP) and processed
with Developmental Task Analysis (ATP) software version 3.5, and descriptive statistics were
computed. Results showed an average developmental level (TP) of 4.59, placing students in the
Self-Awareness-to-Conscientiousness stage transition. The highest achievements were Awareness
of Responsibility (4.69) and Social Role (4.68), whereas the lowest were Emotional Maturity
(4.49) and Religious Life Foundation (4.50; item 1-1 TP = 3.37). The discussion indicates that
students possess strong cognitive and social empathy, evidenced by maturity in peer relationships.
However, affective and moral-spiritual empathy remain moderate to relatively low due to
weaknesses in emotion regulation and religious internalization. Overall, students' empathy levels
range from moderate to high. In conclusion, developing adolescent empathy requires holistic
guidance and counseling services focusing on strengthening religiosity and emotional maturity.

ENHANCING HIGH SCHOOL STUDENTS' HIGHER ORDER THINKING SKILLS AND LEARNING MOTIVATION THROUGH BAAMBOOZLE-ASSISTED DISCOVERY LEARNING MODULES

Annisa Al Hasna Kurnia — Tue, 13 Oct 2026 00:00:00 +0700

In the current era of globalization, education faces increasingly complex challenges.
Rapid technological and informational advancements demand that educational systems
continuously adapt and innovate. This study aims to develop a Discovery Learning-based
instructional module, supported by the Baamboozle platform, to enhance students' motivation to
learn and Higher Order Thinking Skills. This inquiry-based learning model encourages students to
learn independently, constructing knowledge and concepts through their learning activities. Using
a Research and Development (R&D) methodology based on the ADDIE model, the study involved
eleventh-grade students at SMA Negeri 2 Siak Hulu. Data were gathered through expert validation
sheets, a learning motivation questionnaire, and a Higher Order Thinking Skills post-test. The
expert validation results indicated that the developed module was highly feasible, achieving an
average score of 4.50 in the "very valid" category. Furthermore, the instrument analysis showed
that the learning motivation questionnaire was highly reliable, yielding Cronbach's alpha
coefficients of 0.935 for the experimental group and 0.962 for the control group. The Independent
Samples T-Test revealed a significant difference (t = 7.794, p < 0.001), with post-test mean scores
of 68.82 and 34.38, respectively. Integrating the Baamboozle game platform into the Discovery
Learning stages effectively optimizes technology-based learning, fosters students' enthusiasm and
motivation, and creates an interactive, enjoyable learning environment that significantly improves
and refines students' conceptual understanding.

COMMUNITY-BASED LIFELONG LEARNING IN INDONESIA: A MULTI-CASE STUDY OF GOVERNANCE, LEARNING PROGRAMS, AND COMMUNITY PARTICIPATION AT COMMUNITY LEARNING ACTIVITY CENTERS

Ilyas, Imam Shofwan, Hendra Dedi Kriswanto, Decky Avrilianda, Imam Roos Wahyudi — Tue, 13 Oct 2026 00:00:00 +0700

Community-based non-formal education has a strategic role in expanding access to
learning, strengthening life skills, and empowering communities, but studies that specifically map
the linkages between governance, learning programs, and community participation as key
dimensions of institutional sustainability are still limited. This study aims to analyze communitybased lifelong learning in Indonesia through a multi-case study at two Community Learning
Activity Centers (PKBM), namely PKBM Widya Bhakti and PKBM Tunas Mulia Gunungpati. A
qualitative approach with a multiple-case study design was used, employing in-depth interviews
with 10 core informants (managers, tutors or facilitators, and adult learning residents), nonparticipant observations, and documentation studies. Data were analyzed through the stages of
case description, thematic coding, comparison between cases, and implication drawing. The results
of the study show that the two PKBMs form a functional community learning ecosystem but differ
in governance patterns, program orientation, and forms of participation relevant to institutional
continuity. Management-centered governance, programs that focus on equality and life skills
education, and institutional community participation appear interconnected in the organization of
PKBM provision. This research contributes to the study of non-formal education and lifelong
learning. It provides a basis for strengthening community-based education policies and practices
to support the achievement of SDG 4 and SDG 8.

DEVELOPMENT OF MOODLE'S INTEGRATED MULTIMODAL-BASED ENTREPRENEURSHIP E-MODULE TO INCREASE CREATIVITY AND LEARNING INDEPENDENCE OF EQUIVALENCY PROGRAM STUDENTS IN SEMARANG REGENCY

Imam Shofwan, Hendra Dedi Kriswanto, Decky Avrilinda, Basuki Sulistyo — Tue, 13 Oct 2026 00:00:00 +0700

Equality education in Indonesia faces challenges in providing interactive, contextual
entrepreneurship teaching materials that support independent learning for adult learners. This
research aims to develop a multimodal-based entrepreneurship e-module integrated with Moodle
to increase the creativity and learning independence of Package C students in Semarang Regency.
The research and development method, using the Design-Based Research (DBR) approach,
comprises four stages: needs analysis; prototype design and development; validation and iterative
feasibility testing; and reflection and determination of the final product. The research participants
included five expert validators, three students in the one-to-one test, nine people in the small-group
test, 30 students in the field test and the effectiveness test, and two tutors in the learning teacher.
Data was collected through expert validation sheets, practicality questionnaires, creativity rubrics,
learning independence scales, observations, interviews, Focus Group Discussions, and Moodle
activity logs. Quantitative data were analyzed using descriptive statistics and differential tests
(paired sample t-test or Wilcoxon signed-rank test), while qualitative data were analyzed
thematically. The results of the study show that Moodle's integrated multimodal-based
entrepreneurship e-module was deemed valid based on assessments by material experts,
multimodal learning experts, LMS experts, linguists, and evaluation experts. The results of the
practicality test indicated a very practical score from both tutors and students. The results of the
effectiveness test showed a significant increase in entrepreneurial creativity and students’
independence in learning after the use of e-modules. These findings contribute to the literature on
the development of digital learning products in non-formal education and provide implications for
strengthening entrepreneurship teaching materials that are contextual, flexible, and oriented
towards the independence of equivalency program students.

DEVELOPING ACCESSIBLE SCHOOL ENVIRONMENTS THROUGH PROJECTBASED LEARNING: BRAILLE ROOM SIGNS FROM RECYCLED BEVERAGE CANS

Isnarabani, Budi Susetyo, Imas Diana Aprilia — Sat, 17 Oct 2026 00:00:00 +0700

This study aimed to describe the implementation of Project-Based Learning (PjBL) in
science education on environmental pollution, specifically the creation of Braille room signs from
recycled beverage cans, and to examine the project's contribution to school accessibility. A
qualitative approach with a case study design was employed involving three seventh-grade
students with visual impairments at SLBN Banjar, Indonesia. Data were collected through
observations, semi-structured interviews, student reflection journals, documentation, product
analysis, and field notes. The findings revealed that PjBL was implemented through six stages:
determining essential questions, project planning, project scheduling, project implementation,
project assessment, and evaluation and reflection. Through the project, students learned about
environmental pollution, waste classification and management, and the reuse of beverage cans to
create Braille room signs that benefit the school community. The project resulted in the installation
of 11 Braille room signs in various school facilities, which were still in use at the time of the study.
The findings indicate that PjBL not only supported the achievement of science learning objectives
but also improved school accessibility for students and teachers with visual impairments. This
study demonstrates the potential to integrate science education, waste utilization, and school
accessibility development through project-based learning activities.

ARTIFICIAL INTELLIGENCE AND EARLY CHILDHOOD EDUCATION: TRANSFORMING LEARNING EXPERIENCES FOR YOUNG CHILDREN

Latifa Farah Kamila, Fathin Farah Fadhilah, Naila Nasywa — Sat, 17 Oct 2026 00:00:00 +0700

This study reveals a critical finding that the integration of artificial intelligence in early
childhood education faces a significant gap between technological potential and practitioner
readiness, with only 15% of studies actively involving teachers in AI development. This research
aims to analyze the role of AI in transforming early childhood learning experiences and to identify
the opportunities and challenges of its implementation. The method employed is a systematic
literature review based on PRISMA guidelines, examining 25 international studies published
between 2025 and 2026. The findings indicate that AI Self-Efficacy is the strongest predictor of
teachers' behavioral intention to use AI, yet only 9.6% of teachers fully integrate AI into their
practice. This study concludes that the successful integration of AI in early childhood education is
highly dependent on teacher readiness, parental acceptance, infrastructure support, and serious
attention to ethical issues and child data protection.

DIGITAL COGNITIVE OVERLOAD EXPERIENCES AMONG ISLAMIC RELIGIOUS EDUCATION STUDENTS IN PLATFORM-BASED DIGITAL LEARNING: A PHENOMENOLOGICAL STUDY

M. Faqih Irsyad, Mahmud Yunus Mustofa, Nurul Azizah — Sat, 17 Oct 2026 00:00:00 +0700

Digital transformation in higher education has expanded students' access to learning
resources, but it has also created new challenges, including information overload, notificationbased distraction, multitasking, and cognitive fatigue. This study aims to explore the experience
of digital cognitive overload among students of Islamic Religious Education (PAI) in platformbased digital learning. The study employed a qualitative approach using Interpretative
Phenomenological Analysis (IPA). The participants were six PAI students at UIN Walisongo
Semarang, selected through purposive sampling based on their experiences with multiple digital
platforms and encountering overwhelm, distraction, or difficulty maintaining focus during
learning. Data were collected through in-depth semi-structured interviews and analyzed both
ideographically and across cases. The findings revealed six main themes: cognitive fatigue and
information overload; digital distraction and fragmented academic presence; notifications as
triggers for attentional shifting; ambivalence toward digital platforms and AI; failure and effort in
developing digital self-regulation; and recovery strategies from digital pressure. The findings
indicate that digital cognitive overload is not merely a technical issue of media use. However, a
complex lived experience involves the body, emotions, attention, self-regulation, and the meaning
of learning. This study emphasizes the need for PAI learning that is simpler, more purposeful,
cognitively friendly, reflective, and digitally ethical. It also highlights the importance of
metacognitive awareness as a form of self-regulation in improving students' patterns of digital
media use.

SYSTEMATIC LITERATURE REVIEW: AN ANALYSIS OF THE ROLE OF ARTIFICIAL INTELLIGENCE IN PERSONALIZING LEARNING TO DEVELOP ELEMENTARY SCHOOL STUDENTS’ COMPETENCIES

Abdillah Setio Aji, Rina Nuraeni — Sat, 17 Oct 2026 00:00:00 +0700

This study aims to analyze the role of Artificial Intelligence in personalized learning
and its contribution to the development of elementary school students’ competencies. This study
employs a qualitative approach using the Systematic Literature Review (SLR) method, drawing
on eight scientific articles retrieved from Google Scholar over the past five years. The research
stages include literature identification, selection, evaluation, and synthesis. The results show that
Artificial Intelligence supports more adaptive and personalized learning by tailoring instructional
materials to students’ learning needs. Artificial Intelligence also contributes to enhancing student
engagement, learning outcomes, and 21st-century competencies such as digital literacy and critical
thinking. However, its implementation still faces challenges, including teacher readiness,
infrastructure, and the digital divide.

MULTICULTURAL COMPETENCE AMONG COUNSELING STUDENTS: A PRISMASCR SCOPING REVIEW OF CORE DIMENSIONS, PEDAGOGICAL STRATEGIES, AND COUNSELOR EDUCATION IMPLICATIONS

Ahmad Minan Zuhri, Edy Purwanto, Ashari Mahfud — Sat, 17 Oct 2026 00:00:00 +0700

Multicultural competence is central to counselor education because counseling students
are prepared to serve clients across diverse cultural, religious, social, and identity backgrounds.
Although multicultural competence has been widely discussed, studies focusing specifically on
counseling students and counselor trainees remain scattered across conceptual models,
pedagogical approaches, assessment practices, and training contexts. This scoping review mapped
the literature on multicultural competence among counseling students by identifying its core
dimensions, pedagogical strategies, assessment patterns, barriers, and implications for counselor
education. The review followed PRISMA-ScR and the Population-Concept-Context framework.
A focused search was conducted in SAGE Journals and SpringerLink/Springer Nature for peerreviewed English-language articles published from 2010 to 2026. From 1,026 identified records,
1,024 records were screened, 17 full-text articles were assessed, and 11 articles were included in
the final synthesis. The findings indicate that multicultural competence is a multidimensional and
developmental construct that extends beyond awareness, knowledge, and skills to include cultural
humility, cultural comfort, relational safety, social justice orientation, advocacy, and supervisionbased competence. Pedagogical strategies include formal multicultural training, cultural
immersion, study abroad, service-learning, intergroup contact, clinical supervision, and
assessment-based feedback. The review suggests that counselor education should move beyond
single-course instruction toward integrated, reflective, experiential, supervised, and contextsensitive models for developing multicultural competence.

ADAPTIVE AI TEACHING ASSISTANT (AATA) AS AN INNOVATION TO STRENGTHEN THE COMPETENCE OF CERTIFIED AND NONCERTIFIED TEACHERS IN THE DIGITAL ERA

Dea Maulida Nur Rohmah, Tri Astuti, Rina Nuraeni — Sat, 17 Oct 2026 00:00:00 +0700

Technological developments have shifted the educational paradigm from teachercentered learning to student-centered learning. This transformation requires teachers to possess
21st-century competencies, including modern pedagogical skills, digital literacy, creativity,
communication, collaboration, and critical thinking. In the context of Indonesian education, the
Teacher Professional Education Program (PPG) is a strategic effort to improve teacher
professionalism by strengthening pedagogical and professional competencies. However, there are
still teachers who have not participated in PPG and may be experiencing a competency gap
compared to certified teachers. This article aims to analyze differences in competency between
certified and non-certified teachers through a literature review. It proposes the Adaptive AI
Teaching Assistant (AATA) as an artificial intelligence-based conceptual innovation to support
teacher competency development. The research uses a literature review with a qualitative
descriptive approach, drawing on reputable international journal articles. The results of the study
indicate that certified teachers have advantages in differentiated learning, authentic assessment,
technology integration, and learning reflection. Based on these findings, the AATA concept was
designed as a digital assistant to help teachers design learning, develop assessments, obtain
pedagogical recommendations, and engage in continuous learning reflection. This innovation is
expected to be an alternative solution to support teacher professional development and accelerate
educational transformation in the technological era.

DEVELOPING AN ETHNOPEDAGOGY-BASED TEXTBOOK FOR EARLY CHILDHOOD CREATIVITY AND GIFTEDNESS: A CONTEXTUAL LEARNING APPROACH

Dwi Lyna Sari — Sat, 17 Oct 2026 00:00:00 +0700

Early childhood creativity and giftedness education in Indonesia continues to face
challenges due to the limited availability of culturally responsive instructional materials that
integrate local wisdom into meaningful learning experiences. This limitation reduces opportunities
for prospective early childhood teachers to develop children's creativity while preserving local
cultural values. Therefore, this study aimed to develop and evaluate an ethnopedagogy-based
textbook integrating the Contextual Teaching and Learning (CTL) approach for the Early
Childhood Creativity and Giftedness course. A Research and Development (R&D) design was
employed through the stages of needs analysis, textbook design, expert validation, revision, and
classroom implementation. The textbook quality was evaluated using content validity, media
validity, and teacher practicality assessments. At the same time, its effectiveness was examined
using a one-group pretest-posttest design, measuring children's fine motor performance as an
indicator of creativity-related learning outcomes. The results showed that the textbook achieved
91.6% content validity, 89.0% media validity, and 92.0% teacher practicality, all of which were
classified as very feasible. Furthermore, classroom implementation significantly improved
children's fine motor performance, with mean scores increasing from 67.00 to 80.75 (p < .05).
These findings suggest that integrating Bengkulu's indigenous traditions, local arts, folktales, and
kain besurek motifs into CTL-based learning creates more contextual and culturally meaningful
learning experiences that enhance creativity while strengthening children's cultural identity. The
study demonstrates that the developed textbook is valid, practical, and effective, and provides
empirical evidence that ethnopedagogy can serve as a sustainable framework for the development
of culturally responsive instructional materials in early childhood creativity and giftedness
education.

MAPPING RESEARCH ON CHARACTER STRENGTHS AND PSYCHOLOGICAL WELL-BEING: A BIBLIOMETRIC ANALYSIS FROM 2004 TO 2026

Rifqi Muhammad — Sat, 17 Oct 2026 00:00:00 +0700

This study aims to map the development, productivity, influence, and conceptual
structure of studies on character strengths and psychological well-being from 2004 to June 2026.
Data were obtained from Scopus. After filtering and metadata cleaning, 158 documents from 105
sources, 465 authors, and 43 countries or regions were analyzed using Microsoft Excel and
Bibliometric via Biblioshiny. The United States was the most productive country, with 95
contributions (25.5%); Frontiers in Psychology was the primary source, with 14 articles (8.86%);
and Weziak-Bialowolska was the most prolific author, with 6 articles. McCullough and
Willoughby obtained 879 citations, averaging 48.8 citations per year. Huber, Höfer, Höge, and
Strecker had the highest local h-index of 5, each with five articles and 223 citations. Dominant
themes included character strengths, well-being, positive psychology, mental health, life
satisfaction, gratitude, resilience, and social support. These findings illustrate the conceptual link
between character strengths, psychological well-being, mental health, and adaptive functioning.

TECHNOLOGICAL MINDSETS AND TECHNOLOGY INTEGRATION IN ELEMENTARY SCHOOLS: EVIDENCE FROM THE TECHNOLOGY INTEGRATION MATRIX FOR DIGITAL CLASSROOM TRANSFORMATION

Tri Astuti, Haryon, Heri Triluqman BS — Sat, 17 Oct 2026 00:00:00 +0700

The rapid development of digital technologies has increased the need for teachers to
integrate technology effectively into classroom learning. However, technology integration
depends not only on access to digital tools but also on teachers' technological readiness, beliefs,
and pedagogical capacity. This study aimed to examine elementary school teachers' technological
mindset, describe classroom technology integration using the Technology Integration Matrix
(TIM), and analyze the relationship between technological mindset and technology integration. A
quantitative cross-sectional explanatory survey was conducted with 164 elementary school
teachers from various provinces in Indonesia. Data were collected using a structured questionnaire
that measured technological mindset and five dimensions and five levels of technology integration,
based on TIM. Descriptive statistics, Pearson product-moment correlation, and simple linear
regression were employed at the 0.05 significance level. The findings showed that teachers had a
high level of technological mindset, whereas classroom technology integration was moderate.
Among the five TIM dimensions, Active Learning was the strongest, while Goal-Directed
Learning was the weakest. The technological mindset was positively and significantly associated
with technology integration (r = .245, p = .002). Regression analysis also showed that
technological mindset significantly predicted technology integration (B = .420, p = .002), although
the model explained only 6.0% of the variance. These findings indicate that a technological
mindset is an important enabling condition for technology integration, but it is not sufficient to
achieve digital classroom transformation. Effective transformation requires the interaction of
technological readiness, pedagogical competence, instructional design, professional development,
infrastructure, and institutional support.

SPIRITUAL INTERVENTIONS IN FORMAL EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Muh. Azhar Mubarak, Edy Purwanto, Ashari Mahfud, Amalia Rizki Pautina — Mon, 19 Oct 2026 00:00:00 +0700

This study aims to synthesize empirical evidence on the implementation, supporting and
inhibiting factors, and outcomes of spiritual interventions in formal education. A systematic
literature review was conducted using the PRISMA framework. Articles were searched in three
electronic databases, namely SAGE, SpringerLink, and Taylor & Francis Online. The search was
limited to journal articles published between 2015 and 2025, written in English, available in full
text or open access, and reporting empirical studies on spiritual interventions in formal education.
The initial search identified 3,427 records. After automatic filtering, eligibility screening, and
critical appraisal using criteria adapted from the Joanna Briggs Institute checklist, five articles
were included in the final synthesis. The included studies originated from the United States,
Indonesia, India, and Iran and covered higher education, senior high school, and elementary school
contexts. The synthesis indicates that spiritual interventions are implemented through two main
patterns: curricular integration and structured training programs. Supporting factors include
individual readiness, personality, religious or cultural congruence, facilitator competence,
institutional support, and adequate program duration. Inhibiting factors include the lack of
validated assessment tools, cultural mismatch, and limited relevance for particular social groups.
Across the reviewed studies, spiritual interventions showed positive outcomes in professional
attitudes, emotional intelligence, well-being, religious understanding, social interaction skills, and
reductions in depression, anxiety, stress, and social anxiety. These findings suggest that spiritual
interventions are relevant as psychopedagogical strategies in formal education when
systematically, inclusively, and contextually designed.

EVALUATING TPACK-BASED DIGITAL LEARNING MEDIA TRAINING FOR TEACHERS IN A ONE-ROOF JUNIOR SECONDARY SCHOOL

Niam Wahzudik — Mon, 19 Oct 2026 00:00:00 +0700

The ability to integrate technology, pedagogy, and subject matter has become an
essential teacher competency in the digital era. This study evaluated the implementation and
perceived outcomes of a digital learning media training program based on the Technological
Pedagogical Content Knowledge (TPACK) framework for teachers at SMP Satu Atap Negeri 1
Poncomulyo, Pati Regency, Indonesia. A descriptive quantitative approach with a program
evaluation design was employed. The participants were 16 teachers who completed 32
instructional hours of training. Data were collected through structured observations of attendance
and participation, as well as a four-point program evaluation questionnaire. Frequencies,
percentages, and descriptive interpretations were used to analyze the data. All participants attended
the entire program and actively engaged in presentations, discussions, and practical activities. Most
participants rated the relevance of the materials, program implementation, facilitator competence,
time allocation, and supporting facilities as good or very good. Fifteen participants (93.8%)
selected the highest rating for perceived improvement in their knowledge of digital learning media
development. Participants also reported improvements in skills, experience, motivation, and
confidence. However, one participant reported that the materials did not fully address individual
needs, and another reported no perceived improvement in technical skills. The findings indicate
that the program was well-received and perceived as providing immediate benefits. Nevertheless,
pretest-posttest measures, product assessment, and classroom observations are required before
conclusions can be drawn about objective improvements in teachers’ TPACK competencies.

GENERATIVE AI, CAREER RESILIENCE, AND SUSTAINABLE CAREERS AMONG GENERATION Z EDUCATORS: A LITERATURE REVIEW

Rahmawati Prihastuty, Corry Yohana, Despinur Dara — Mon, 19 Oct 2026 00:00:00 +0700

Generative artificial intelligence is increasingly reshaping educational work by
transforming how teachers design instruction, provide feedback, manage administrative tasks, and
construct professional expertise. However, existing discussions remain largely centered on
pedagogical efficiency and ethical concerns, while the career implications of generative AI for
younger educators remain insufficiently theorized. This study aims to review and synthesize the
relationship between generative AI, career resilience, and sustainable careers among Generation Z
educators. Using a literature review approach, the study examined scholarly works published
between 2020 and 2026 across education, career psychology, teacher professional development,
and educational technology. The review finds that generative AI can support Generation Z
educators by reducing routine workload, expanding instructional creativity, strengthening access
to professional learning, and improving career adaptability. However, these benefits are
conditional on AI literacy, digital competence, psychological resources, professional agency, and
institutional support. The study further shows that career resilience serves as a critical mechanism
by which young educators interpret AI-related disruption, manage uncertainty, and translate
technological change into sustainable professional growth. The originality of this study lies in
integrating three bodies of literature that are often examined separately: generative AI in education,
career resilience, and sustainable career development. The study contributes theoretically by
proposing an integrative framework linking technological exposure, psychological adaptation, and
career sustainability, while offering practical implications for AI literacy training, mentoring,
ethical governance, workload protection, and human-centered professional development.

AI AS A TEACHING PARTNER, NOT A REPLACEMENT: REIMAGINING TEACHERS’ ROLES FOR HUMAN DEVELOPMENT IN THE AGE OF INTELLIGENT TECHNOLOGY

Sony Zulfikasari, Sungkowo Edy Mulyono, Wagiran, Chau Kien Tsong — Mon, 19 Oct 2026 00:00:00 +0700

The development of artificial intelligence (AI) has brought significant changes to
education and has raised debates about whether technology may replace teachers’ roles. This
article aims to analyze the influence of AI on teachers’ roles, explain the limitations of AI in
replacing teachers, and formulate a conceptual model of teacher–AI collaboration in learning. This
study employed a conceptual literature review, examining eight scientific articles and one
professional seminar report obtained via Google Scholar using the keywords “Artificial
Intelligence AND Teacher Role,” with publications limited to the last five years. The data were
analyzed through theme identification, conceptual synthesis, and the development of a conceptual
model based on the reviewed literature. The findings indicate that AI has shifted teachers’ roles
from information transmitters to learning facilitators, instructional designers, and managers of
more personalized and adaptive learning experiences. AI can support learning efficiency through
material development, assessment, feedback, learning analytics, and personalized learning.
However, AI cannot replace teachers’ human functions, including empathy, character formation,
social relationships, contextual pedagogical judgment, and ethical decision-making. The main
contribution of this article is the proposed Teacher–AI Partnership Model, which positions AI as
a cognitive assistant and teachers as human development facilitators. This model emphasizes that
the future of education in the era of intelligent technology should be understood as a humancentered collaboration between artificial intelligence and human intelligence to support students’
holistic development.

GROUP COUNSELING INTERVENTIONS FOR CAREER MATURITY DEVELOPMENT IN UNIVERSITY STUDENTS: A SCOPING REVIEW

Sya’ban Maghfur, Edy Purwanto, Ashari Mahfud, Ali Murtadho — Mon, 19 Oct 2026 00:00:00 +0700

Career maturity is a crucial developmental construct that reflects students’ readiness to
engage in career exploration, planning, and decision-making. Despite growing interest in career
maturity research, evidence regarding the use of group counseling interventions to enhance career
maturity among university students remains fragmented. This scoping review aimed to map the
existing literature on group counseling interventions for career maturity development and identify
psychological and contextual factors that may serve as intervention targets within group
counseling settings. The review followed the Preferred Reporting Items for Systematic Reviews
and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Literature
searches were conducted in Scopus and SAGE Journals using keywords related to group
counseling, career maturity, career development, and university students. Eligibility criteria were
developed using the Population–Concept–Context (PCC) framework. A total of 186 records were
identified, of which seven studies met the inclusion criteria. The included studies were conducted
in China, South Korea, Malaysia, and Saudi Arabia, and predominantly employed quantitative
designs. The findings revealed three major themes: psychological resources (e.g., self-esteem, selfefficacy, future time perspective, and future work self), social support (e.g., parental, peer, and
teacher support), and career-related interventions as contributors to career maturity development.
Notably, only one study directly implemented a structured career intervention program, whereas
the remaining studies primarily examined predictors and correlates of career maturity. These
findings indicate that current research provides substantial evidence on factors associated with
career maturity but offers limited evidence on intervention strategies that can systematically
enhance it. This review highlights the potential of group counseling as a promising approach for
strengthening career maturity by targeting key psychological and contextual resources. Future
research should prioritize developing and evaluating evidence-based group counseling models
tailored to the career development needs of university students in an increasingly complex and
uncertain labor market.

ENHANCING TEACHERS’ DIGITAL COMPETENCE THROUGH GENERATIVE AIBASED 3D CARTOON LEARNING MEDIA FOR DEEP LEARNING

Tri Astuti, Budiyono, Heri Triluqman BS — Mon, 19 Oct 2026 00:00:00 +0700

The rapid development of Generative Artificial Intelligence (GenAI) provides new
opportunities for teachers to create innovative digital learning resources. Still, its educational value
depends on teachers’ digital competence and pedagogical ability to use AI appropriately. This
study aimed to examine the development of teachers’ Generative AI competence through the
development of 3D cartoon learning media aligned with the principles of Mindful, Meaningful,
and Joyful Learning. A mixed-method intervention design was employed with 130 elementary
school teachers from the Gugus Dewi Kunthi elementary school cluster in Gunungpati, Semarang,
Indonesia. The quantitative component used a one-group pretest–posttest design, while qualitative
data were collected through observation, documentation, mentoring activities, and analysis of
teacher-produced learning-media products. The intervention consisted of orientation and initial
assessment, Generative AI training, 3D cartoon media production, mentoring and pedagogical
integration, and evaluation. The results showed that Generative AI literacy increased from 10% to
100%, while the utilization of Generative AI for learning-media development increased from 10%
to 98%. The 130 participating teachers also produced 130 3D cartoon learning media products.
Product analysis indicated the integration of visual storytelling, animation, narration, contextual
content, and the principles of Mindful, Meaningful, and Joyful Learning. The findings suggest that
practice-based Generative AI professional development can support teachers in moving from
digital content users to learning-media creators and pedagogical decision-makers. However, given
the absence of a comparison group and direct measures of student learning outcomes, the findings
do not establish causal effects on student achievement. Generative AI can therefore serve as an
enabling technology to strengthen teachers’ capacity to create contextual and pedagogically
oriented digital learning resources while maintaining teacher agency at the center of the learning
process.

HIDDEN PEDAGOGY IN MULTIGRADE CLASSROOMS: TEACHER-CREATED INSTRUCTIONAL PRACTICES IN RURAL BALOCHISTAN

Wazir Ali, Joko Nurkamto, Gunarhadi — Mon, 19 Oct 2026 00:00:00 +0700

In rural, under-resourced schools, multigrade teachers develop systematic instructional
strategies through experience. However, this classroom-based expertise is often overlooked by
teacher education programs, curriculum guidelines, and supervision frameworks. This study
defines these teacher-created practices as hidden pedagogy: explicit and deliberate classroom
knowledge that remains excluded from institutional recognition. Using Bernstein’s theory of
pedagogic discourse, the study conducted focus group discussions with twenty experienced
teachers, structured observations in ten schools, and documentary analysis in Balochistan,
Pakistan. Reflexive thematic analysis identified four key components: curriculum reconstruction
across grades, rotational classroom flow with flexible grouping, peer learning that redistributes
instructional roles, and learning extension through community engagement and local resources.
Gender analysis showed that female teachers face distinct social constraints that influence the form
and feasibility of these practices. Because the study did not measure student outcomes, it does not
claim that these practices necessarily improve learning. The findings cautiously develop hidden
pedagogy as an analytical lens that differs from Bernstein’s invisible pedagogy: its instructional
logic is explicit, while its institutional status is hidden. The study outlines implications for teacher
education, curriculum policy, and gender-responsive school support, while emphasizing that
recognition must accompany structural reforms in staffing, training, and materials.

PROMOTING STUDENT EMPATHY THROUGH CASEL-ALIGNED SOCIAL AND EMOTIONAL LEARNING: A SYSTEMATIC REVIEW OF SCHOOL-BASED INTERVENTIONS

Widya Ayu Marliani — Mon, 19 Oct 2026 00:00:00 +0700

Empathy is a multidimensional capacity that includes understanding another person’s
perspective, sharing or responding to another person’s emotional state, and expressing empathic
concern. Although social and emotional learning (SEL) is frequently proposed as a school-based
pathway for strengthening empathy, the evidence base includes heterogeneous interventions,
implementation, assessment, and conceptual studies. This systematic review examined how
school-based SEL interventions that were explicitly or transparently aligned with the Collaborative
for Academic, Social, and Emotional Learning (CASEL) framework addressed student empathy.
Searches of Scopus and ScienceDirect identified 1,709 records. Following database filtering,
screening, and retrieval, 26 reports were retained in an evidence map. Thirteen evaluated student
interventions, including five studies with direct empathy, perspective-taking, or empathic-concern
outcomes; the remaining reports provided implementation, assessment, or contextual evidence. A
narrative synthesis distinguished direct empathy outcomes from closely related interpersonal
constructs, behavioral proxies, and distal school outcomes. Direct intervention studies reported
promising short-term changes in empathy or in closely specified empathy dimensions, but
heterogeneous designs, measures, cultural settings, and follow-up periods limited the
generalizability of the findings. Proxy outcomes such as prosocial behavior, school connectedness,
or reduced bullying were informative but did not independently demonstrate increased empathy.
Implementation evidence emphasized educator preparation, leadership support, contextual
adaptation, time, resources, and program coherence. CASEL-aligned SEL may provide a useful
framework for empathy-focused school counseling, provided that interventions explicitly target
and directly measure empathy.