Asian Online Journal Publishing Group (AOJPG)
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Assessing e-learning readiness in the context of a higher education institution: Teaching staff perspective
Full text linkThe lack of an adequate e-learning readiness assessment has been characterized as a major cause of e-learning implementation failure. Consequently, overcoming the challenges leading to such failure requires the academic institution to carefully assess its readiness and make improvements based on the identified weaknesses. In response to this requirement, this study primarily focused on assessing the level of e-learning readiness for a Saudi public higher education institution, considering the perceptions of teaching staff. A questionnaire-based survey method was employed to conduct this assessment. A total of 233 valid responses were analyzed. The results demonstrated that all readiness dimensions examined for the institution had a readiness level higher than the expected level of readiness (i.e., 3.41) and less than the lower limit of the highest readiness level range (i.e., 4.2 to 5). These dimensions related to the preparedness of five crucial components within the institution: teaching staff, technology, business processes, finance, and leadership. Based on the obtained results, it is necessary to improve certain aspects of these dimensions to enhance their contribution to the overall sustainable readiness of the institution. Accordingly, the study recommended several areas for improvement
An observational study of the 8Ps learning model in grade 12 differential calculus instruction
Full text linkAchieving proficiency in fundamental differential calculus concepts remains a persistent challenge for grade 12 students, raising concerns among mathematics teachers and policymakers. Despite the widely acknowledged applications of differential calculus across diverse disciplines, global examination diagnostic reports consistently highlight students’ struggles to grasp core concepts, underscoring the urgent need for targeted educational interventions. In response, this study developed and evaluated the 8Ps learning model a structured pedagogical framework designed to address these challenges through collaborative problem-solving strategies. As part of a broader mixed-method research initiative, this qualitative study employed classroom observations to assess the model’s implementation in teaching stationary points in differential calculus. Data were processed using comparative and content analyses to identify differences between the 8Ps learning model and traditional teaching methods. The findings reveal distinct contrasts in instructional approaches: while traditional methods rely on teacher-centered instruction and passive student engagement, the 8Ps learning model organizes students into small, mixed-ability groups that collaboratively solve problems, engage in peer discussions, and employ creative reasoning with minimal teacher guidance. These findings suggest that the 8Ps model’s structured yet collaborative design may enhance differential calculus instruction by fostering active learning and deeper conceptual understanding
Elementary teachers' perceptions of integrating culturally responsive teaching and education for sustainable development: A cross-cultural study
Full text linkThis study examined the integration of culturally responsive teaching (CRT) and education for sustainable development (ESD) in Indonesian elementary schools, addressing the gap between pedagogical theory and classroom practice. A sequential mixed-methods design collected data from 200 teachers through surveys and 30 follow-up interviews. Results revealed a paradox while 87% of teachers recognized CRT-ESD's value in enhancing student engagement and relevance, only 49% felt confident implementing it. Key barriers included systemic challenges, such as inadequate training (72%), rigid curricula (68%), and resource shortages (59%) alongside disparities in institutional support (36% administrative backing) and subject-specific feasibility (72% found integration easier in humanities than STEM). Despite these obstacles, teachers demonstrated grassroots innovations, including cultural storytelling (32%), community projects (28%), and stealth integration of CRT-ESD into STEM (39%), such as using traditional irrigation systems to teach mathematics. A strong relationship emerged between teaching experience and implementation readiness with veteran teachers showing greater adaptability (r = 0.51 and p < 0.001). The study highlights the urban and rural digital divide with 68% of teachers in urban areas utilizing digital tools compared to only 15% in rural areas. These findings underscore the need for policy reforms mandating CRT-ESD in national curricula, differentiated professional development, and equitable resource distribution
Financial Literacy and FinTech Access as Drivers of Financial Inclusion and Business Sustainability among Women Entrepreneurs
Full text linkWomen MSME actors in Indonesia play an essential role in economic growth but still face challenges in accessing formal financial services equally. Gaps in financial knowledge, limited digital access, and structural barriers hinder equitable and sustainable financial inclusion. In response, FinTech offers a promising pathway to bridge these disparities. This study investigates the effect of financial literacy on FinTech-based financial access and its subsequent impact on financial inclusion and business sustainability among women entrepreneurs. It further explores the mediation role of FinTech access as a mediator that has rarely been examined in the context of women entrepreneurs in emerging countries. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS- SEM). The sample comprised 345 women MSME owners who had operated their businesses for at least one year and used FinTech services. The results show that financial literacy enhances FinTech access and financial inclusion. Access to digital finance mediates the link between financial literacy and inclusion, emphasizing the need for enabling factors beyond knowledge. Lastly, financial inclusion significantly drives women entrepreneurs’ business sustainability. This study presents a novel perspective that views financial literacy as a personal capability and FinTech access as a strategic resource using Capability Theory and the Resource-Based View. This dual-theoretical perspective emphasizes skills and systems’ interconnectedness in inclusive entrepreneurship. The findings underscore the relevance of financial acumen and inclusive digital infrastructure for women’s formal finance involvement and business sustainability
Entrepreneurial Mindset for Sustainable Economic Growth: Gen Z Jabodetabek Case
Full text linkEntrepreneurship education is increasingly associated with inclusive and sustainable economic growth, especially if it is easily accessible, value-based, and tailored to Generation Z’s learning preferences. Access to entrepreneurship education is considered essential in shaping an entrepreneurial mindset for innovation and sustainable economic development. This study aims to analyze the effect of Entrepreneurship Education on Self-Efficacy, the effect of Entrepreneurship Education on Entrepreneurial Attitudes, the effect of Self-Efficacy on entrepreneurial attitudes, the effect of Entrepreneurial attitudes on Entrepreneurial Mindset, the effect of Entrepreneurship Education on Entrepreneurial Mindset, and the effect of Self-Efficacy on Entrepreneurial Mindset of Gen Z. The novelty of this research is the integrative approach between theory and practice for Gen Z in Indonesia, by combining classical theories such as the Theory of Planned Behavior (TPB) with contemporary realities, especially entrepreneurial education and self-efficacy that are tailored to the values and learning preferences of Generation Z. For practical contribution, this research provide a basis for developing an entrepreneurship curriculum based on a mindset. The quantitative analysis was conducted on 160 respondents from Generation Z who have studied Entrepreneurship, as well as those who intend to and have acted as entrepreneurs, both in family businesses and non-family businesses. The findings of this study are that Entrepreneurship Education has a positive effect on Self-Efficacy, as accepted. Entrepreneurship Education has a positive effect on Entrepreneurial Attitudes, as accepted. Self-efficacy has a positive effect on Entrepreneurial Attitudes, rejected. Entrepreneurial Attitude has a positive effect on Entrepreneurial Mindset, as accepted. Entrepreneurship Education has a positive effect on Entrepreneurial Mindset, as accepted. Self-efficacy has a positive effect on Entrepreneurial Mindset, as rejected
Cross-industry project management: Insights into transition capabilities from Australian practitioners
Full text linkThis research examines how project managers effectively transition between industry sectors, drawing on qualitative insights from experienced practitioners across Australia. Despite the complexity and sector-specific challenges involved, many project managers successfully adapt to cross-industry roles. A comprehensive study involving interviews with nine senior project managers from various industries, including mining, healthcare, defence, and technology, was conducted to identify the skills enabling these shifts. Thematic analysis identified three key factors for success: flexible application of knowledge, strong interpersonal communication, and effective stakeholder management. Rapid learning of industry-specific language and contextual understanding also proved essential for smooth entry into new sectors. Additionally, the study emphasises the importance of reflective practice in helping managers process experiences, build confidence, and adapt to unfamiliar environments. By connecting practitioner insights with the Project Management Institute’s Talent Triangle and the Project Management Competency Development (PMCD) framework, the study offers both theoretical and practical contributions. Findings show that transferable skills and reflective practice enhance professional adaptability, while sector-specific awareness builds credibility. The results provide valuable guidance for recruitment, professional development, and workforce planning. Ultimately, the research highlights how organisations can fully utilise project management talent in increasingly dynamic and cross-sector environments
Exploring the implementation of online learning at medical-CLIL classes: EFL students’ satisfaction
Full text linkDue to the widespread implementation of online learning, it has become increasingly important for educators to identify key sources of online learning quality that influence students' satisfaction levels. This research aimed to investigate student satisfaction and its influencing factors within the Indonesian EFL setting, specifically in Content and Language Integrated Learning (CLIL) classrooms. A purposive sample of 120 EFL students was selected from a private university in Indonesia. These students, majoring in medical sciences, participated in CLIL classes over two semesters during their first year, where English served as the vehicular language. A mixed-method approach was employed, utilizing questionnaires and interviews. The results indicated that EFL students generally reported a high level of satisfaction, with an overall mean score of 5.263, suggesting a very good satisfaction level. Importantly, the findings revealed no significant gender differences in student satisfaction. Several sources contributing to student satisfaction were identified, including the design of learning materials, flexibility, and helpfulness of lecturers. This study offers recommendations to enhance the effectiveness of online learning by analyzing the psychological features of EFL students across various research contexts, including similar settings
Innovation of biochemistry learning media in higher education with android-based booklets
Full text linkThis study aimed to produce valid, practical, and effective Android-based booklet media in Biochemistry learning. This type of research is development research (R&D) using the 4-D model. The samples used were validators consisting of media, material, and language experts, as well as all students of the biology education and chemistry education study programs at Universitas Darussalam Ambon, offering Biochemistry courses. The data were collected using validation sheets, questionnaires, and tests. The results showed that the Android application, namely Biomol, could be used by students in the biochemistry learning process. Based on the tests, a validity index of 0.84 was obtained in the valid category, a practicality value of 42.3 in the very practical category, and an effectiveness percentage of 70.39% in the quite practical category. The findings highlight that the Biomol application could significantly improve student learning outcomes. The novelty effect brought by Android-based learning media can further increase student interest in learning, particularly in chemistry subjects that include several abstract concepts. The results have implications for improving the quality of learning, flexibility, and students' digital competence in applying technology to address the challenges of education in the digital era
Syntactic and rhetorical transformation in Vietnamese EFL students’ academic writing
Full text linkThis study examines how AI-assisted writing tools reshape the linguistic and rhetorical profile of Vietnamese EFL students’ academic texts. Using a convergent mixed-methods design, we analyzed paired drafts (pre-AI and post-AI revision) from 51 English-major undergraduates at two institutions. Quantitatively, syntactic development was gauged with standard indices mean length of T-units (MLT), clauses per sentence (C/S), complex noun phrases per clause (CN/C), and dependent clauses per clause (DC/C) while cohesion was assessed through frequency and range of cohesive ties. Qualitatively, discourse analysis focused on stance, hedging, self-mention, and authorial positioning, complemented by short reflection logs documenting students’ acceptance, adaptation, or rejection of AI suggestions. Results showed statistically significant gains across all syntactic indices and broader, more consistent deployment of cohesive devices. Rhetorically, revisions trended toward greater formality and conventionalized academic tone, often accompanied by increased hedging; however, some dilution of personal voice and culturally situated expression was observed. Reflections revealed diverse interaction patterns with AI, from wholesale acceptance to selective and critical uptake. We argue that AI can function as a productive scaffold for academic writing when embedded in pedagogy that explicitly cultivates critical AI literacy and preserves learner agency. Implications for curriculum design and assessment in Vietnamese higher education are discussed
Primary school teachers’ perceptions of integrating Islamic education into science education
Full text linkThis mixed-methods study investigates how Saudi primary school teachers view the integration of Islamic values within science curricula in alignment with Vision 2030. Quantitative data were collected from 352 teachers using a structured survey and were complemented by ten in-depth interviews conducted in Al-Madinah Al-Munawwarah. We examined two dimensions: teachers’ conceptual understanding of integration and the importance they assign to embedding Islamic ethics in science, and tested for differences by gender, teaching experience, and academic specialization. Inferential analyses showed no statistically significant demographic differences in conceptual understanding. By contrast, female teachers and those with more years of experience rated the importance of curricular integration significantly higher. Interview narratives illuminated these patterns, describing integration as a means to connect scientific inquiry with students’ moral development and cultural identity, deepening engagement and meaning. These findings point to practical priorities: targeted professional development that models integrative pedagogy; collaborative curriculum work between Islamic studies and science teachers; and supportive policy frameworks that institutionalize ethical reflection alongside scientific competencies. Future research should track cohorts over time and evaluate specific integrative interventions to determine their sustained effects on students’ learning and character development. Overall, the study contributes context-specific evidence from Saudi schools and refines theory on religion–science integration