International Journal of Educational Innovation
The International Journal of Educational Innovation (e-ISSN: 0000-0000; p-ISSN: 0000-0000) is a scientific journal dedicated to advancing research in educational practices, innovations, and pedagogical strategies. We are proud to announce that International Journal of Educational Innovation has achieved a significant milestone by being officially indexed in SINTA X, under the decree of the Ministry of Education, Culture, Research, and Technology of the Republic of Indonesia No: xxx/E/KPT/202x. Published by the Business, Technology, and Sustainability Research Institute (BTSRI), this journal covers a wide range of research topics, including but not limited to curriculum development, digital learning tools, educational technology, inclusive education, educational leadership, learning outcomes, pedagogical innovation, student-centered teaching, and the future of education in a globalized world. Articles in this journal are published biannually in January–June and July–December, ensuring the timely dissemination of new research findings and educational innovations.
Strengthening Student Character in the Digital Era: Integrating Project-Based Learning and Open Innovation
The rapid digitalization of education presents both opportunities and challenges for fostering student character, requiring innovative pedagogical approaches. Project-Based Learning (PjBL) and open innovation have emerged as effective strategies to enhance character education by integrating academic, social, and ethical competencies. This study aims to examine how PjBL and open innovation can be designed and implemented to strengthen character development in the digital era. A descriptive-qualitative literature study was conducted, reviewing relevant scientific articles published between 2020 and 2024, selected from national and international databases using keywords such as “project-based learning,” “open innovation in education,” and “character education.” Thematic analysis was applied to identify patterns, impacts, and challenges in implementing these approaches. Findings indicate that PjBL promotes responsibility, collaboration, and problem-solving, while open innovation encourages multi-stakeholder engagement, contextualized learning, and adaptive strategies. Successful implementation relies on teacher readiness, supportive policies, and equitable technological infrastructure. In conclusion, integrating PjBL and open innovation provides a robust framework to cultivate students who are academically competent, socially responsible, and ethically grounded in the digital era.
Enhancing Student Learning Outcomes through Inquiry-Based Learning: A Systematic Literature Review
This study aims to examine the effectiveness of the Inquiry-This study explores the effectiveness of Inquiry-Based Learning (IBL) as a pedagogical approach to improving student learning outcomes across different educational levels. IBL positions students as active participants who engage in questioning, exploring, experimenting, and drawing conclusions through structured inquiry processes. A systematic literature review was conducted by analyzing twelve empirical studies selected through defined inclusion criteria, with data drawn from reputable national and international journals. The analysis employed a thematic approach to identify recurring findings and highlight differences across contexts. The results reveal that IBL contributes significantly not only to cognitive achievement, such as improved conceptual understanding and problem-solving skills, but also to affective development, including motivation, engagement, and positive attitudes toward learning. Moreover, IBL supports the growth of critical thinking, collaboration, and reflective practices essential for 21st-century education. Despite challenges related to teacher readiness, curriculum time, and resource availability, the findings emphasize that IBL, supported by teacher training, institutional commitment, and technology integration, holds strong potential for sustainable educational reform.
Open Learning and Adaptive Assessment as Pedagogical Strategies for Fostering Critical Thinking
In the digital era, the ability to think critically has become one of the most essential competencies for students, particularly at the high school level. Critical thinking not only equips students to analyze information and solve problems but also supports them in making rational and responsible decisions. This study aims to examine the role of open learning technologies and adaptive assessments in enhancing students’ critical thinking skills. Using a qualitative approach with a literature study method, the research analyzed peer-reviewed articles published between 2020 and 2024 that focus on digital learning practices and assessment models in secondary education. The findings show that open learning provides flexibility and independence, enabling students to access diverse resources and engage more deeply in the learning process. Meanwhile, adaptive assessments offer accurate and personalized evaluations by adjusting to students’ abilities and providing real-time feedback. The study concludes that integrating both approaches strengthens critical, analytical, and reflective thinking, while also supporting the goals of the Independent Curriculum.
Project-Based Learning as a Pathway to Strengthening Collaboration and Problem-Solving Skills
Education in the 21st century demands more than the transfer of knowledge. It requires learning approaches that prepare students to think critically, work together, and solve real problems. Project-Based Learning (PjBL) has gained attention because it places students at the center of the process, asking them to engage in meaningful projects that connect classroom learning with real-life situations. This study set out to explore how PjBL contributes to the development of collaboration and problem-solving skills at different levels of education. Using a qualitative literature review, twelve recent studies were analyzed to identify key themes and practical insights. The review highlights that PjBL creates opportunities for students to strengthen communication, teamwork, creativity, and critical thinking, while also encouraging responsibility and empathy. At the same time, challenges such as limited teacher readiness, resource constraints, and complex evaluation methods remain. Overall, the findings suggest that PjBL offers a promising pathway for shaping active, collaborative, and resilient learners equipped for future challenges.
Transforming Educational Leadership with Data-Driven Approaches: Challenges and Practice
In contemporary education, schools are increasingly expected to make decisions that are accurate, objective, and responsive to dynamic academic and organizational demands, with digital technologies enabling the adoption of data-driven management as a key strategy. This study examines the application of data-driven management in schools, focusing on its effects on decision-making effectiveness, implementation strategies, and challenges. A qualitative literature review of twelve peer-reviewed international journal articles published between 2019 and 2024 was conducted, using thematic analysis to identify patterns, outcomes, and best practices. The findings indicate that schools implementing data-driven approaches achieve improved operational efficiency, evidence-based policy interventions, and enhanced educational quality, while fostering transparency, accountability, and collaboration among teachers, students, staff, and parents. However, successful adoption requires adequate digital infrastructure, professional training, leadership commitment, and a supportive organizational culture. Data-driven management thus offers a sustainable framework for optimizing school performance and resilience in the digital era.
Combining Collaborative Learning and Digital Formative Assessment within the Independent Curriculum
The Merdeka Curriculum was developed to meet the demands of 21st-century education by emphasizing flexible, student-centered, and contextually relevant learning. In this framework, collaborative learning and digital formative assessments serve as highly relevant and complementary strategies. Collaborative learning fosters the development of students’ social and cognitive skills through interaction and teamwork, while digital formative assessments provide rapid, adaptive, and sustainable tools for monitoring and guiding learning. This study investigates the integration of these approaches through a literature review of scholarly articles. Findings indicate that combining collaborative learning with digital formative assessments enhances student engagement, teaching efficiency, and overall learning outcomes. Nevertheless, challenges such as disparities in digital literacy, limited infrastructure, and varying teacher competence in using technology must be addressed. These insights are expected to inform the design of more responsive, innovative, and adaptive learning policies and practices under the Independent Curriculum.
A Systematic Study of Mobile Learning Applications in K–12 Education
Digital transformation has fundamentally reshaped the landscape of education worldwide, including at the primary and secondary (K–12) levels. Mobile learning, defined as the use of portable devices to support learning activities, has emerged as a key innovation for addressing the limitations of traditional instruction. This study employs a systematic literature review (SLR) approach to examine the forms, strategies, and impacts of mobile learning in K–12 education. A total of scholarly articles were analyzed with respect to pedagogical approaches, types of technological innovations, and reported learning outcomes. The results indicate that innovations such as game-based educational applications, mobile-based digital learning platforms, social media, and augmented reality contribute positively to student motivation, engagement, and academic performance. Nonetheless, significant challenges persist, including disparities in infrastructure, insufficient teacher readiness, and the potential for digital distractions. The study underscores the importance of a comprehensive approach that integrates technology, pedagogical design, and social context. The findings suggest that, when supported by inclusive policies and equitable educational investment, mobile learning has the potential to serve as a sustainable and effective educational strategy.
The Use of ChatGPT as a Supportive Tool in Language Learning: Prospects and Obstacles
The swift advancement of artificial intelligence, particularly large language models like ChatGPT, has created new possibilities in language education. This research seeks to examine the opportunities and challenges of applying ChatGPT as a learning assistant in language learning, using a systematic literature review of eleven recent academic publications. Findings indicate that ChatGPT can enhance learning quality by offering automated feedback, AI-driven conversational practice, and assistance in academic writing. Nevertheless, critical challenges emerge, including learner dependency, risks of plagiarism, algorithmic bias, and limited AI literacy among users. The study underscores the need for a critical and ethical pedagogical framework in integrating ChatGPT into language education. To maximize its advantages responsibly and sustainably, adaptive policies, teacher professional development, and strengthened digital literacy are essential.
Policy and Innovative Learning Approaches for Enhancing Elementary School Teachers’ Digital Readiness
Digital transformation in primary education requires teachers to be prepared to integrate technology into the learning process. This study aims to examine the role of digital education policies and innovative learning strategies in enhancing teachers’ digital readiness at the elementary level. Based on a review of scholarly articles, findings indicate that initiatives such as the Independent Learning Program and the Independent Teaching Platform have laid an important groundwork for educational digitalization, though challenges remain in terms of unequal access and varying teacher competencies. Innovative strategies like blended learning, flipped classrooms, and gamification have been shown to effectively enhance student engagement and learning outcomes. Nevertheless, the success of these approaches relies heavily on adequate teacher training, strong school leadership, and sufficient infrastructure. The study emphasizes the need for affirmative policies targeting 3T regions, continuous professional development, and the formation of teacher learning communities as strategic measures to build an inclusive, adaptive, and technology-driven primary education system.
A Systematic Review of Literature on Educational Innovations for Students with Special Needs
Educational innovation is essential in building a learning system that is inclusive, flexible, and responsive to the varied needs of all learners, including those with special needs. This research employs a Systematic Literature Review (SLR) to explore different forms of educational innovation specifically aimed at supporting the learning experiences of students with special needs. Through this approach, researchers can thoroughly synthesize trends, pedagogical models, and challenges in implementing inclusive educational practices developed over the last decade. The findings highlight that adaptive tools such as digital assistive technologies, interactive learning platforms, and the application of Universal Design for Learning (UDL) principles are the dominant innovations that have effectively improved accessibility and student engagement. Additionally, teacher involvement, family-provided academic and emotional support, and the existence of policies promoting inclusivity emerge as key enablers. Altogether, these insights provide valuable contributions to shaping educational policies and practices that emphasize not only equal access but also the quality and sustainability of learning for every student.
Hybrid Learning and Adaptive Assessment in the Digital Transformation of Education
The digital transformation of education has encouraged the emergence of innovations in both learning approaches and evaluation systems. This study seeks to conduct a systematic literature review on hybrid learning innovations and the development of adaptive assessments as responses to these changes. Employing a literature study method across selected scientific articles, the findings reveal that hybrid learning enhances flexibility, promotes student engagement, and improves learning outcomes when supported by effective instructional design. At the same time, adaptive assessments supported by technology provide evaluation processes that are more precise, personalized, and responsive to individual competencies. Nevertheless, the implementation of these two approaches is hindered by challenges such as inadequate infrastructure, digital inequality, and low levels of technological literacy among teachers. Therefore, inclusive educational policies, continuous teacher training, and collaboration among stakeholders are necessary to support sustainable integration of these innovations. This study concludes that innovation in learning and assessment should be understood not merely as technology adoption but as part of systemic transformation toward more adaptive, relevant, and high-quality education in the digital era.
Synergy of Data and Technology for Teacher Effectiveness in Digital Education
Digital transformation in education fosters the emergence of innovations in educational management and learning strategies to enhance teacher effectiveness. This study aims to explore the relationship between data-driven management innovations and digital learning strategies in strengthening teacher performance. A literature review method was employed, with data sources collected from relevant scholarly articles emphasizing empirical findings. The results reveal that the systematic use of data in educational management enables teachers to make more accurate instructional decisions tailored to students’ needs. Meanwhile, digital learning strategies create a more flexible, interactive, and personalized learning experience. The integration of these approaches establishes a learning system that is adaptive and responsive to the dynamics of 21st-century education. Nevertheless, the success of implementation largely depends on teacher competence, the availability of digital infrastructure, and institutional support. The study concludes that the synergy between data and technology forms a fundamental basis for achieving more effective, inclusive, and sustainable education.
Optimizing Modular Learning in Higher Education
Modularization in higher education has emerged as a strategic approach to improving flexibility, personalization, and overall learning effectiveness. This system enables students to engage with learning materials progressively, aligned with their individual pace and preferences. Optimizing modular learning requires the adoption of adaptive pedagogical approaches that reflect learner characteristics, effective integration of digital technologies, and the application of continuous assessment systems capable of accurately tracking learning progress. Evidence from literature reviews and empirical studies highlights that the effectiveness of modular systems is strongly influenced by curriculum design quality, instructors’ digital readiness in managing module-based instruction, and the adaptability of assessment mechanisms to evolving student needs. This paper provides a structured and practical mapping of strategies for sustainable optimization of modular learning, offering actionable insights for higher education institutions. These insights aim to enhance student learning outcomes and strengthen institutional adaptability in addressing the dynamic demands of contemporary education.
Effectiveness of Adaptive Learning in Accelerating Competency Achievement
Adaptive learning is an innovative educational approach that tailors learning experiences to the specific needs, abilities, and preferences of each learner. This article seeks to examine the effectiveness of adaptive learning in accelerating students’ competency achievement. The method combines technology, data analytics, and real-time feedback to design personalized learning pathways. Based on a literature review of recent international journals, the findings indicate that adaptive learning improves study time efficiency, student motivation, and the alignment of content with learners’ abilities. The study proposes incorporating adaptive systems into curricula to enhance both the speed and quality of competency mastery in a comprehensive manner. The discussion emphasizes that adaptive learning fosters metacognitive awareness and learner autonomy, which play a vital role in strengthening overall learning outcomes. As education systems aim to adopt flexible and responsive approaches that accommodate diverse learner profiles, adaptive learning emerges as a promising solution that integrates pedagogical strategies with technological innovation to support competency-based education more effectively.
Authentic Assessment and Open Learning Technologies in Vocational Education
Industry-based vocational education requires assessment systems that genuinely reflect students actual competencies. Authentic assessment and the use of open learning technologies serve as key strategies to bridge the gap between educational settings and industrial demands. This study analyzes strategies for developing authentic assessment and integrating open learning technologies to improve the quality of vocational education. Using a descriptive qualitative approach through literature review and thematic analysis, the findings show that combining performance-based assessment with open learning resources strengthens vocational students 21st-century skills. The study provides policy recommendations for vocational education aligned with industry requirements, emphasizing the design of authentic tasks relevant to workplace contexts and the application of flexible digital learning tools to support competency-based education. These approaches foster learner-centered environments and better prepare students for the changing labor market.
Open Innovation in Early Childhood Development Through the Use of Sensory Instructional Media and Holistic Developmental Evaluation
Open innovation in early childhood education creates collaborative opportunities for designing new approaches to enhance the quality of learning. One key strategy is the use of sensory instructional media, which incorporates multi-sensory stimulation to strengthen children’s engagement and developmental outcomes. This study adopts a literature review method, analyzing international journal articles published between 2017 and 2021 that explore the contributions of sensory media to the cognitive, motor, and socio-emotional development of young children. The findings emphasize the significance of holistic developmental assessment in evaluating the effectiveness of such innovations. Results demonstrate that the integration of technology, sensory-based educational games, and comprehensive developmental assessments fosters adaptive and participatory learning environments. This study highlights the need to strengthen stakeholder collaboration across sectors to generate open solutions that are contextually relevant and responsive to children’s diverse needs. A multidisciplinary, inclusive approach is essential to ensure the continuity and effectiveness of innovation in early childhood learning settings.
The Impact of Adaptive Learning Technology on Student Performance in Open and Distance Education
Advances in digital technology have driven transformation in the education system, including in the open and distance education model. One of the prominent innovations is adaptive learning technology, which is a learning system that automatically adjusts learning materials and strategies based on individual needs and characteristics of students. This study aims to systematically examine the impact of adaptive learning technology on student performance in the context of the open and distance education using a literature study approach. The results of an analysis of scientific articles show that adaptive learning is able to significantly improve academic outcomes, learning motivation, and student engagement. Nonetheless, successful implementation is highly dependent on digital infrastructure readiness, user skills, and data protection policies. Adaptive learning should be positioned as a complement to the role of educators in an inclusive and responsive technology-based curriculum. With the right integration, this technology has the potential to become an important strategy in improving the quality and effectiveness of learning in the era of digital education.
Inclusive Learning Design and Open-Source Technology: Strategies for Managing Multicultural Classrooms
Inclusive learning is becoming increasingly vital in multicultural education, characterized by ethnic, social, and linguistic diversity. The innovation of open-source technology provides great opportunities to support adaptive, equitable, and diversity-oriented classroom management. This literature-based study examines the contribution of inclusive instructional design and the use of open-source technologies in managing multicultural classrooms. By analyzing several selected studies, the article affirms that the collaboration between inclusive pedagogy and technological innovation creates more participatory, flexible, and effective learning environments for all students. The findings reveal that the integration of inclusive strategies with open digital platforms enables educators to address diverse student needs more efficiently. This synergy also enhances equal access to learning resources, promotes cross-cultural collaboration, and nurtures competencies essential for global citizenship. The study highlights the strategic importance of aligning inclusive pedagogical approaches with technological advancements to respond effectively to the demands of increasingly diverse learning communities.
Pedagogical Innovation and Interactive Media in Promoting Student Autonomy at the Junior High School Level
This research explored how innovative learning design and interactive media enhance junior high school students’ learning independence. A review of twenty scholarly articles from Google Scholar highlighted essential insights. Findings indicate that pedagogical models such as Project-Based Learning, flipped classrooms, and inquiry-based learning effectively foster students’ active involvement and responsibility for their own progress. These strategies move education from a teacher-centered framework toward a student-centered orientation, motivating learners to manage their academic growth. In addition, interactive media like educational videos, digital simulations, and online quizzes enrich the learning process. Such tools deliver immediate feedback and enable personalized learning, supporting students to progress at their own pace in ways that fit their preferences. The integration of innovative design and interactive media establishes a learning environment that promotes autonomy, reflection, and metacognitive development. For this approach to succeed equitably, strong policy backing and substantial investment in teacher professional development are essential to ensure effective, inclusive implementation.
Utilization of Learning Management System (LMS) in Improving Learning Independence
The utilization of Learning Management Systems (LMS) in education has seen significant advancement, particularly in supporting students' learning autonomy in the digital era. LMS has become a vital platform that enables learning to take place in a flexible, structured, and adaptive manner, catering to individual student needs. This study aims to systematically review scholarly literature focusing on the implementation of LMS in the context of autonomous learning, emphasizing the students' role in managing their own learning processes. The method used is a literature review, drawing from international peer-reviewed journals. The findings indicate that LMS contributes positively by enhancing flexibility, accessibility, and intrinsic motivation among students. Moreover, a well-designed LMS can increase student engagement, individual responsibility, and self-efficacy in online learning environments. This review highlights the importance of integrating educational technology with effective learning management strategies to create systems that genuinely foster independent and sustainable learning practices.
Innovation in Inclusive Education: A Systematic Literature Review on Strategies, Challenges, and Implementation
Inclusive education is a key foundation for creating an equitable and diversity-oriented education system that addresses the varied needs of learners. Although recognised as a global commitment and part of the Sustainable Development Goals, its implementation still faces major barriers, including limited infrastructure, low teacher competence, cultural stigma, and weak policy enforcement. This study aims to systematically map innovative strategies, challenges, and practices in inclusive education. Employing a Systematic Literature Review, literature was gathered from major academic databases and analysed thematically. The results highlight several effective strategies: the integration of assistive technologies and digital platforms, flexible curricula guided by Universal Design for Learning, teacher training in inclusive pedagogy, and cross-sectoral collaboration. However, persistent obstacles remain, particularly the lack of resources, inadequate teacher preparedness, socio cultural resistance, and fragmented policies. The study concludes that inclusive education’s success depends not only on policy or technology but also on the holistic integration of teacher readiness, school culture transformation, and intersectoral coordination. Strengthening practice-oriented policies, systematic teacher development, and adaptive educational technologies are recommended, alongside future research using action research and longitudinal approaches to assess long-term impact.
Integrating Participatory Leadership for More Adaptive and Inclusive Education
Education in the current era of globalization and technological acceleration requires leadership that is not only adaptive but also inclusive and collaborative. Participative leadership emerges as a strategic approach because it involves teachers, students, parents, and the community in shaping institutional policies and practices. The purpose of this study is to analyze how participative leadership contributes to strengthening adaptability and inclusivity in education. This research applied a qualitative method through a systematic review of fifteen international peer-reviewed journals published between 2019 and 2023. Data were analyzed thematically to identify patterns of leadership practices, their impact on institutional resilience, and their role in promoting equitable access to learning. The findings show that participative leadership enhances responsiveness to change, supports inclusive learning environments, encourages innovation from the grassroots, and fosters collaboration across stakeholders. At the same time, several challenges remain, including structural rigidity, hierarchical cultures, and limited leadership competencies. The study concludes that participative leadership should be viewed not merely as a managerial technique but as a transformative framework capable of driving long-term educational reform and building systems that are democratic, equitable, and sustainable.
AI-Based Adaptive Assessment for Early Detection of Students' Individual Learning Needs in Secondary Schools
The rapid growth of artificial intelligence (AI) has encouraged its application in education, particularly in adaptive assessment designed to meet diverse student needs at the secondary school level. Traditional assessments are often rigid and less responsive, creating challenges in early detection of learning difficulties. This study seeks to analyze the role of AI-based adaptive assessments in identifying students’ individual learning needs. A systematic literature review was conducted on fourteen peer-reviewed articles published between 2019 and 2023. The findings reveal that adaptive systems are able to adjust questions and materials in real time, provide accurate feedback, and support teachers with data-driven insights for targeted interventions. These systems also enhance personalization, student motivation, and efficiency in the learning process. Nevertheless, challenges remain, including algorithmic bias, data privacy concerns, and limited infrastructure, particularly in developing countries. The study concludes that successful implementation requires ethical safeguards, adequate resources, and strong policy support to ensure that AI-based adaptive assessments can create a more inclusive, equitable, and effective educational environment.
Application of Open Innovation in School Management and Digital Learning Design for Technology-Based Schools
The rapid advancement of digital technology has significantly reshaped the education sector, particularly in school management and learning design. Open innovation emerges as a strategic framework to address the growing complexity of education by fostering collaboration among teachers, students, technology developers, and broader communities. This study adopts a literature review approach by analyzing 15 scholarly articles focusing on open innovation and educational digitalization. The findings indicate that open innovation enhances managerial adaptability, promotes cross-stakeholder collaboration, and supports more contextual, flexible, and participatory learning models. The successful implementation of this approach is driven by the utilization of Learning Management Systems (LMS), adaptive curriculum development, and the establishment of an open organizational culture. Nonetheless, several challenges persist, including digital inequality, limited technological competence, and cultural resistance within schools. Overall, this study concludes that open innovation provides a relevant and effective pathway to strengthen educational quality in the era of continuous digital transformation.
Development of Automated Digital Assessment and Innovative Learning Design in Higher Order Thinking Skills (HOTS)
In the digital era, education must not only transfer knowledge but also develop Higher Order Thinking Skills (HOTS). Traditional approaches are often insufficient, making digital assessment and innovative learning crucial. This study employs a qualitative method through a literature review of 14 articles published between 2019 and 2023 to examine their role in fostering HOTS. The findings show that automated digital assessments (e.g., Quizizz, Google Forms, AI-based platforms) increase efficiency, provide real time feedback, and objectively measure analytical, evaluative, and creative skills. Meanwhile, innovative models such as flipped classrooms, project based, and collaborative learning strengthen engagement, reflection, and problem solving. Integrated use of both approaches yields stronger outcomes than when applied separately. However, challenges remain in teacher digital competence, infrastructure, and adaptive platforms. The study concludes that teacher training, digital infrastructure, and supportive policies are key to promoting technology based education that systematically enhances HOTS.
Innovation in Differentiated Learning Methods and Authentic Evaluation in Inclusive School Environments
Inclusive education requires innovative pedagogical strategies to meet the diverse learning needs of all students, including those with special needs. Two central approaches in this framework are differentiated instruction and authentic assessment, both designed to ensure fairness, accessibility, and active engagement in learning. This literature-based study reviews recent innovations in applying these methods within inclusive school contexts. By analyzing international peer-reviewed journal articles, the review identifies several critical success factors: the effective use of adaptive technology, the development of personalized learning pathways, and the encouragement of active student participation. These components repeatedly emerge as essential in strengthening inclusive teaching and learning practices. The study not only builds a conceptual basis for understanding differentiated instruction and authentic assessment but also provides practical recommendations for educators in creating inclusive and responsive instructional designs. Ultimately, the findings serve as a useful reference for teachers, researchers, and policymakers committed to advancing innovation in inclusive education systems.
Innovative Learning Design and School Management Innovation in Improving the Quality of Collaborative Learning
Innovative approaches in learning design and school management are crucial in advancing effective and meaningful collaborative learning. This study explores strategies for developing innovative instructional models centered on collaboration, while also examining how managerial innovations in schools foster stronger synergy among stakeholders. Based on a literature review combined with qualitative data analysis, the findings reveal that integrating technology, enhancing teacher capacity through training, and building a collaborative organizational culture are essential in improving learning quality. The results further highlight the necessity of aligning instructional design with managerial practices to achieve collective and optimal outcomes. Systemic changes in both pedagogical innovation and school leadership have a significant impact on increasing student engagement, strengthening collaboration, and boosting institutional performance. By synthesizing research evidence and practical field data, this article provides actionable insights for educational institutions seeking to implement integrated models of learning and management innovation, creating a dynamic, inclusive, and collaborative environment.
The Use of Visual Instructional Media and Diagnostic Assessment in Identifying Early Learning Difficulties
Visual instructional media and diagnostic assessment represent two fundamental strategies for detecting early learning difficulties in students. Visual media help simplify abstract concepts by offering tangible representations that enhance comprehension, particularly for learners with varied cognitive profiles. Conversely, diagnostic assessment plays a vital role in identifying barriers in the learning process, such as cognitive, linguistic, or psychosocial challenges. This literature review seeks to evaluate the contribution of both approaches within primary education. An examination of selected international studies demonstrates that combining diagnostic assessment with visual media considerably improves the accuracy of pedagogical interventions. In addition, the integration of these methods enables teachers to deliver more personalized instruction that addresses individual learning needs. The findings emphasize the significance of adopting a multimodal framework that links instructional delivery with diagnostic insights. Such an approach enhances inclusive educational practices and ensures timely support for students who may encounter difficulties, ultimately fostering equitable learning opportunities from the earliest stages of schooling.
Designing AR-Based Art Learning Media to Enhance Creative Processes and Products Top of Form
This study focuses on designing an art education learning medium utilizing Augmented Reality (AR) to enhance both the process and outcomes of student creativity. AR technology is recognized for its ability to create interactive and immersive learning experiences by combining visual and sensory elements, which increases both emotional and cognitive engagement in creative activities. Using a Research and Development (R&D) methodology, the AR-based media was developed following constructivist learning principles and the 4P creativity framework (Person, Process, Product, Press). The media underwent trials in small groups before broader implementation to evaluate its effect on students’ creative performance in art classes. Findings indicate that the AR-based learning medium successfully promoted active student participation, encouraged experimentation with artistic ideas, and facilitated the production of more innovative creative works. Overall, this study concludes that incorporating AR into art education offers new opportunities for designing immersive and meaningful learning experiences, transforming traditional art instruction into engaging, dynamic, and creativity-focused pedagogical practices that support holistic student development.
New Learning Strategies and Open Learning Technologies in Improving Children’s Social-Emotional Competence
In the rapidly advancing digital era, early childhood education encounters both significant challenges and unique opportunities in fostering children’s social-emotional development. This study examines how innovative learning strategies and open educational technologies contribute to enhancing social-emotional competencies in young learners. A literature review of several selected international journal articles indicates that collaborative learning methods, project-based learning, and the use of digital platforms, such as open learning applications, play a crucial role in developing empathy, emotional regulation, and interpersonal skills among children. Open educational technologies provide greater access and flexibility, allowing educators to create learning environments that are responsive to students emotional and social needs. The findings highlight that thoughtfully integrating innovative strategies and digital tools into early childhood education can support holistic development, fostering both cognitive and emotional growth. These insights serve as valuable guidance for educators, curriculum designers, and policymakers in creating inclusive, emotionally supportive, and digitally enriched learning experiences for children.