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All Journal Journal of Selvicoltura Asean International Journal of Language and Ubiquitous Learning
Sharon Williams
Mico University College
Agriculture, Biological Sciences & Forestry

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INDIGENOUS ECOLOGICAL KNOWLEDGE IN TRADITIONAL SILVICULTURAL PRACTICES OF INDONESIAN COMMUNITIES Pande Wayan Renawati; Sharon Williams; Nia Latu
Journal of Selvicoltura Asean Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jsa.v3i1.3398

Abstract

Indigenous ecological knowledge (IEK) has long been integral to the traditional silvicultural practices of Indonesian communities. This knowledge, passed down through generations, plays a vital role in the sustainable management of forest resources. Despite its significance, the role of IEK in contemporary forest management practices remains underexplored in academic literature. This research aims to investigate the ways in which traditional silvicultural knowledge is applied in forest management by indigenous communities in Indonesia. The primary objective of this study is to examine the components and practices of traditional silviculture, focusing on how indigenous communities incorporate ecological knowledge into forest conservation and resource management. This research adopts a qualitative approach, using ethnographic fieldwork, interviews, and participant observation with indigenous forest communities in Indonesia. The study also involves the collection of relevant secondary data from local authorities and environmental organizations. The study finds that indigenous silvicultural practices are deeply rooted in ecological knowledge that promotes biodiversity conservation, enhances soil fertility, and ensures forest sustainability. These practices include selective logging, agroforestry systems, and forest regeneration methods that align with ecological principles. The integration of indigenous ecological knowledge into modern forest management practices is crucial for enhancing sustainability and addressing contemporary environmental challenges in Indonesia. The study calls for greater recognition and incorporation of these traditional practices in policy and management frameworks.
Developing a Multicultural Language Learning Platform that Fosters Intercultural Competence through Asynchronous Virtual Exchange Sharon Williams; Ryan Brown; Tasha Campbell
International Journal of Language and Ubiquitous Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i2.2999

Abstract

Rapid globalization has intensified the need for language learning environments that not only build linguistic proficiency but also promote intercultural competence. Conventional digital learning platforms often emphasize language skills while insufficiently addressing learners’ ability to interpret, negotiate, and appreciate cultural differences. This study aims to develop and evaluate a multicultural language learning platform that integrates asynchronous virtual exchange to foster intercultural competence among university students from diverse cultural backgrounds. The research employs a mixed-methods design, combining platform analytics, pre- and post-intercultural competence scales, and qualitative reflections collected from 142 participants across three countries. The platform features guided cultural tasks, peer-to-peer message exchanges, and reflective prompts designed to stimulate perspective-taking and intercultural awareness. Results indicate significant improvement in students’ intercultural sensitivity, especially in dimensions related to curiosity, empathy, and tolerance of ambiguity. Interaction logs revealed sustained engagement with asynchronous exchange tasks, while qualitative data showed that learners valued the opportunity to communicate across cultural boundaries without the pressures of real-time interaction. The findings demonstrate that asynchronous virtual exchange can effectively complement language instruction by facilitating deeper cultural reflection and more equitable participation among students with varying linguistic confidence levels. The study concludes that culturally responsive digital platforms can serve as powerful tools for integrating language learning with intercultural competence development. Future research should explore long-term behavioral changes, integration with formal curricula, and adaptations for multilingual learning contexts.
Co-Authors Nia Latu Pande Wayan Renawati Ryan Brown Tasha Campbell