Article Per Year (5 Year)
p-Index From 2021 - 2026
0.702
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This Author published in this journals
All Journal International Journal of Educatio Elementaria and Psychologia Journal of Social Entrepreneurship and Creative Technology Sharia Oikonomia Law Journal Journal Neosantara Hybrid Learning
Eva Janssen
Leiden University
Decision Sciences, Operations Research & Management Education Other

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FOSTERING PSYCHOLOGICAL SAFETY: THE IMPACT OF INCLUSIVE LEADERSHIP IN SCHOOLS ON TEACHER JOB SATISFACTION AND TEAM INNOVATION Jeroen de Vries; Eva Janssen; Pieter Hendriks
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3096

Abstract

Inclusive leadership in schools has gained increasing attention for its potential to foster a positive organizational climate and improve key outcomes, such as teacher job satisfaction and team innovation. Despite growing interest, there is limited empirical research on how inclusive leadership directly impacts these factors in educational settings. This study aims to examine the relationship between inclusive leadership and teacher job satisfaction, as well as the mediating role of psychological safety in enhancing team innovation in schools. A mixed-methods approach was utilized, combining quantitative surveys administered to 300 teachers with qualitative interviews conducted with 20 school leaders. The results revealed that inclusive leadership significantly contributed to higher levels of teacher job satisfaction and psychological safety. Furthermore, psychological safety was found to mediate the relationship between inclusive leadership and team innovation, highlighting its critical role in promoting a collaborative and innovative work environment. The findings suggest that when school leaders demonstrate inclusive behaviors, such as fostering open communication, valuing diverse perspectives, and supporting professional development, it creates a psychologically safe environment where teachers feel valued and motivated to contribute innovative ideas. This study underscores the importance of inclusive leadership in enhancing both teacher well-being and the innovative capacity of school teams.
DIGITAL INNOVATION WITH HUMAN-CENTERED VALUES: REFRAMING ENTREPRENEURSHIP FOR SOCIAL SUSTAINABILITY Ryan Teo; Rachel Chan; Eva Janssen; Erni Nurhayani
Journal of Social Entrepreneurship and Creative Technology Vol. 3 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v3i3.3826

Abstract

In response to growing global challenges such as inequality, climate change, and resource scarcity, the role of digital innovation in entrepreneurship has gained prominence. Traditional models of entrepreneurship often prioritize profit maximization, while the increasing need for sustainable development calls for a shift towards more human-centered approaches. This research explores the intersection of digital innovation and human-centered values within entrepreneurship, focusing on how these innovations can contribute to social sustainability. The study aims to examine how entrepreneurs are integrating digital technologies with social values to create businesses that not only generate economic returns but also address societal issues. A mixed-methods approach was employed, combining qualitative interviews with entrepreneurs and quantitative data on business performance and social impact. The findings reveal that businesses incorporating human-centered values into their digital innovations saw enhanced market reach, operational efficiency, and social impact. This research concludes that reframing entrepreneurship to integrate social and environmental goals alongside economic objectives is critical for creating sustainable, inclusive business models. By emphasizing human-centered values, digital innovation can become a powerful driver for social sustainability.
SHARIAH ECONOMIC LAW IN A GLOBALIZED MARKET: LEGAL ADAPTATION, HARMONIZATION, AND RESISTANCE Zeynep Toprak; Cemil Kaya; Eva Janssen
Sharia Oikonomia Law Journal Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/solj.v4i1.3591

Abstract

Shariah economic law is increasingly shaped by the dynamics of globalization, where cross-border finance, international standards, and regulatory convergence influence how Islamic legal principles are interpreted and applied. Expanding integration into global markets raises critical questions about the balance between legal adaptation, harmonization, and resistance, particularly in maintaining normative integrity while ensuring economic competitiveness. This study aims to examine how these three legal orientations interact in shaping contemporary Islamic economic law across different jurisdictions. A qualitative normative–juridical research design is employed through systematic analysis of 98 legal documents, including jurisprudential texts, regulatory frameworks, and international standards. Analytical matrices and thematic coding are used to identify patterns of legal transformation, institutional mediation, and interpretive diversity. The findings reveal that Shariah economic law evolves through a dynamic interplay of adaptation, harmonization, and resistance, with hybrid frameworks emerging as dominant responses to global pressures. Harmonization enhances regulatory coherence, adaptation ensures contextual flexibility, and resistance preserves doctrinal authenticity. The study concludes that effective governance requires integrative approaches that balance global alignment with normative preservation, ensuring that Islamic economic law remains both relevant and ethically grounded in a globalized financial system.
INSTRUCTIONAL DESIGN AND TEACHER AGENCY IN TECHNOLOGY-ENHANCED HYBRID LEARNING Noor Aziz; Pieter Hendriks; Eva Janssen
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.4052

Abstract

Technology-enhanced hybrid learning has transformed contemporary education by integrating digital platforms with face-to-face instruction, yet it raises persistent challenges regarding instructional design coherence and teacher agency in pedagogical decision-making. This study aims to examine the relationship between instructional design and teacher agency in hybrid learning environments and to explore how their interaction influences teaching effectiveness. A qualitative research design based on systematic literature review and interpretive analysis was employed, drawing on peer-reviewed studies, institutional reports, and educational technology frameworks published between 2015 and 2026. Findings reveal that instructional design provides structural guidance for hybrid learning implementation, while teacher agency enables adaptive, context-responsive pedagogical practices. The results further indicate that effective hybrid learning emerges from a dynamic balance between standardized instructional frameworks and teacher autonomy in utilizing digital technologies. Institutional support, technological infrastructure, and professional development significantly influence this balance. The study concludes that instructional design and teacher agency are interdependent constructs that jointly determine the success of technology-enhanced hybrid learning systems, highlighting the need for flexible pedagogical frameworks that empower teachers as active designers of learning.
Co-Authors Cemil Kaya Erni Nurhayani Jeroen de Vries Noor Aziz Pieter Hendriks Rachel Chan Ryan Teo Zeynep Toprak