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p-Index From 2021 - 2026
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All Journal Educazione: Journal of Education and Learning Grief and trauma
Agung Prasetyo
Universitas PGRI Semarang, Indonesia
Religion Humanities Education Environmental Science Health Professions Neuroscience Public Health Social Sciences

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Moving from Access to Meaningful Participation through Outdoor Classroom Practices in Inclusive Early Childhood Education Agung Prasetyo
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i2.2484

Abstract

Inclusive early childhood education should not stop at institutional access, as children with special educational needs also require learning environments that enable meaningful participation in daily classroom life. This study aims to synthesize illustrative access-oriented statistical evidence and classroom-based pedagogical evidence on outdoor learning practices in inclusive early childhood education. Using a descriptive-integrative approach based on secondary data and document-based synthesis, this study examined two complementary forms of evidence: statistical data on the distribution of early childhood students with special educational needs across different types of educational centers and pedagogical evidence on outdoor classroom practices in an inclusive early childhood setting. The illustrative statistical evidence from the 2013/2014 dataset shows that public centers recorded the highest proportion of early childhood students with special educational needs at 1.1%, followed by charter education at 0.6% and private non-subsidized education at 0.2%. Meanwhile, the classroom-based evidence indicates that outdoor classroom practices can support inclusion through natural learning media, fun and play-based learning, and daily cognitive-behavioral assessment. The synthesis suggests that inclusive early childhood education should move from administrative inclusion toward participatory inclusion, where access is translated into adaptive outdoor pedagogy, child-centered assessment, teacher readiness, and responsive learning environments. This study contributes to inclusive education discourse by showing that access data need to be interpreted together with classroom-level practices to understand whether children with special educational needs are not only enrolled, but also meaningfully engaged in learning.
Mitigating Cyberbullying in Primary and Secondary Education: A Systematic Literature Review on the Mediating Role of Digital Literacy Dini Rakhmawati; Lina Putriyanti; Agung Prasetyo; Agus Setiawan
Grief and Trauma Vol. 4 No. 1 (2026): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v4i1.898

Abstract

The integration of digital technology in education increases the risk of cyberbullying, which threatens students’ psychosocial well-being. This research examined the effectiveness of school-based intervention by focusing on the digital competence and online safety education as the moderating variables. The applied method of the current research is a systematic literature review, SLR, with PIRSMA 2020 protocol guidelines. Researchers conducted a systematic search in the Scopus database for articles published between 2023 and 2025. From a total of 100 identified records, the researchers applied a rigorous screening process and selected 10 final studies that met the inclusion criteria. The synthesized data reveal school-based intervention with digital literacy integration provided effective cyberbullying rate reduciton than the conventional monitoring approaches. The key findings identify digital competence as a crucial mediator that shapes students’ ethical behavior and resilience in cyberspace. This study emphasizes the importance of a structured online safety curriculum within school guidance and counseling programs.
Co-Authors Agus Setiawan Dini Rakhmawati Lina Putriyanti