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All Journal Cognitionis Civitatis et Politicae Journal of Social Science Utilizing Technology
Claire Camilleri
MCAST
Social Sciences

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SOCIAL MEDIA AND POLITICAL PARTICIPATION: AN ANALYSIS OF YOUTH ENGAGEMENT IN ONLINE AND OFFLINE ACTIVISM Claire Camilleri; David Zammit; Caroline Borg
Cognitionis Civitatis et Politicae Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/politicae.v3i1.3158

Abstract

Indonesia’s decentralization and regional autonomy reforms, implemented in the early 2000s, aimed to enhance local governance and improve public services. However, these reforms have led to varying outcomes across Indonesia's provinces, with significant disparities in the quality and accessibility of public services. This study investigates how decentralization has influenced public service delivery and governance challenges in different regions, highlighting the uneven impacts of these reforms. This research aims to analyze the disparities in public service delivery across Indonesian provinces and the governance challenges resulting from the decentralization process. The study seeks to understand the factors contributing to these disparities and their implications for regional development and equity in public service provision. A mixed-methods approach was employed, combining quantitative data analysis from national and regional reports with qualitative interviews with local government officials and community leaders. The study examines key indicators of public service performance, such as healthcare, education, and infrastructure, across various provinces. The study reveals significant disparities in public service delivery, with wealthier and more urbanized provinces exhibiting better outcomes. Meanwhile, poorer and more remote regions face challenges in governance capacity and resource allocation, leading to uneven public service provision. The decentralization process in Indonesia has had mixed results, with regional autonomy contributing to greater governance flexibility but also deepening disparities in public service quality. Further reforms are necessary to address these inequities and strengthen local governance capabilities.
The AI Tutor's Dilemma: An Ethical Framework for Personalized Education Systems to Mitigate Data Privacy Risks and Algorithmic Bias John Mizzi; Mark Galea; Claire Camilleri
Journal of Social Science Utilizing Technology Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i5.2899

Abstract

Background. The integration of Artificial Intelligence (AI) into personalized education systems has the potential to revolutionize learning by providing tailored experiences for students. However, this shift raises significant ethical concerns, particularly regarding data privacy risks and algorithmic bias. AI-driven education systems collect vast amounts of personal data to adapt learning materials to individual needs, but this data usage often comes with risks related to student privacy, security, and the unintended reinforcement of biases. Purpose. This research aims to develop an ethical framework for personalized AI-based education systems, focusing on strategies to mitigate data privacy risks and prevent algorithmic bias. Method. A qualitative research approach was employed, combining a review of existing literature, case studies of AI in education, and expert interviews. Results. The results highlight the critical need for robust data protection measures, transparency in algorithmic decision-making, and continuous monitoring of AI systems to ensure fairness. The study proposes a set of ethical guidelines for designing AI tutors that prioritize student privacy, fairness, and accountability. Conclusion. In conclusion, this research contributes to the ongoing discourse on the ethical implications of AI in education, offering a framework to guide the development of more equitable and secure AI-powered educational tools.
Co-Authors Caroline Borg David Zammit John Mizzi Mark Galea