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All Journal Scientechno: Journal of Science and Technology Journal Emerging Technologies in Education
Ahmad Zainal
Institut Teknologi Brunei

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THE ETHICS OF TRANSPARENCY: EVALUATING THE IMPACT OF OPEN GOVERNMENT DATA ON PUBLIC TRUST AND BUREAUCRATIC ACCOUNTABILITY IN EMERGING ECONOMIES Mulyaningsih Mulyaningsih; Nadiah Ismail; Ahmad Zainal
Scientechno: Journal of Science and Technology Vol. 5 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/scientechno.v5i2.3807

Abstract

Open Government Data (OGD) has gained significant attention as a tool for promoting transparency, enhancing public trust, and improving bureaucratic accountability. However, the impact of OGD on these factors, particularly in emerging economies, remains underexplored. This research investigates the ethical implications and effectiveness of OGD in fostering trust and accountability within the public sector in emerging economies. The primary objective is to evaluate how OGD influences public trust in government and the accountability of bureaucratic systems. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews across five emerging economies. The findings suggest that while OGD can improve public trust and bureaucratic accountability, its effectiveness is highly contingent on the strength of the institutional context. Countries with stronger democratic frameworks and institutional capacity experienced greater improvements in trust and accountability, while weaker institutions limited OGD’s impact. The study concludes that OGD alone does not automatically lead to increased transparency; instead, institutional readiness and capacity play critical roles in determining its success. This research contributes to the literature by offering a nuanced understanding of OGD’s role in enhancing governance in emerging economies, highlighting both its potential and its limitations.
Differentiated Instruction and Project-Based Learning in Foreign Language Higher Education: Fostering Collaborative Engagement and Motivational Dynamics Ahmad Zainal; Siti Asnida Nofianna; Ade Irma Khairani
Journal Emerging Technologies in Education Vol. 4 No. 5 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i5.4404

Abstract

Background. Foreign language higher education faces increasing challenges in addressing learner diversity, unequal participation, and declining motivation within conventional instructional environments. Differentiated Instruction and Project-Based Learning provide complementary pedagogical approaches that may support personalized learning pathways while promoting meaningful collaboration and authentic language use. Purpose. This study aimed to examine the effects of integrating Differentiated Instruction with Project-Based Learning on collaborative engagement, motivational dynamics, and foreign language learning performance among university students. Method. A mixed-methods quasi-experimental design was employed involving 120 undergraduate students divided into experimental and comparison groups. Data were collected through collaborative engagement questionnaires, motivation scales, language performance assessments, classroom observations, reflective journals, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, inferential tests, and effect size analysis, while qualitative data were examined through thematic analysis. Results. The findings revealed that students receiving differentiated project-based instruction demonstrated significantly higher collaborative engagement, motivation, self-efficacy, willingness to communicate, and language achievement compared with students receiving conventional instruction. Conclusion. The study concludes that integrating Differentiated Instruction and Project-Based Learning creates an adaptive and inclusive foreign language learning environment by connecting learner diversity with collaborative participation and sustained motivation. The proposed framework contributes to the development of student-centered language pedagogy in higher education.
Co-Authors Ade Irma Khairani Mulyaningsih Nadiah Ismail Siti Asnida Nofianna