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All Journal Journal Neosantara Hybrid Learning Journal Emerging Technologies in Education
Sophie Vidal
University of Lyon

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DESIGNING A MULTICULTURAL HYBRID LEARNING FRAMEWORK FOR SOCIAL STUDIES EDUCATION IN A DIVERSE INDONESIAN CLASSROOM Sophie Vidal; Nicolas Mercier; Claire Fontaine
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3344

Abstract

The diversity in Indonesian classrooms presents both opportunities and challenges for social studies education. The evolving cultural and ethnic backgrounds of students necessitate the development of an inclusive and adaptable educational framework. This study explores the design of a multicultural hybrid learning framework tailored for social studies education in Indonesia. The primary objective of the research is to develop an effective, culturally responsive teaching model that integrates both traditional and digital learning methods to cater to diverse student needs. A mixed-methods approach was employed, combining qualitative interviews with social studies educators and quantitative surveys of students across different regions. The research findings indicate that the proposed hybrid framework fosters a more engaging and equitable learning environment by incorporating culturally relevant content, interactive digital tools, and collaborative learning strategies. Furthermore, the study highlights the importance of teacher training in multicultural competence and the integration of technology in enhancing students’ critical thinking and social awareness. The study concludes that a hybrid learning model, when thoughtfully implemented, can significantly improve the inclusivity and effectiveness of social studies education in a multicultural context. This research contributes to the broader field of education by offering a model for adapting social studies teaching in diverse classrooms.
Ethical Conflicts in Secular Education: Narrative Inquiry of French Educators in Faith-Diverse Classrooms Camille Rousseau; Théo Girard; Sophie Vidal
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2234

Abstract

Background. In secular education systems such as France’s, teachers are often positioned at the intersection of institutional neutrality and the growing religious diversity of their students. This tension can generate ethical conflicts as educators navigate complex classroom dynamics involving faith expression, laïcité (secularism), and cultural sensitivity. Purpose. This study explores how French educators experience and respond to ethical dilemmas in faith-diverse classroom settings within the framework of a secular public education system.Method. Using a narrative inquiry approach, data were collected from in-depth interviews with 18 secondary school teachers across urban and suburban regions of France. Thematic analysis revealed recurring tensions related to student religious expression, curricular constraints, parental expectations, and institutional ambiguity regarding secular norms. Teachers reported using various coping strategies, including silent negotiation, personal compromise, and reliance on informal peer networks. Results. The findings highlight a dissonance between policy and practice, and underscore the need for clearer ethical guidelines, teacher training, and institutional support in navigating pluralistic values. The findings contribute to scholarship on ethical pedagogy and secularism by foregrounding teacher agency and moral improvisation in pluralistic classrooms.Conclusion. This research contributes to the discourse on ethics in multicultural education by offering a grounded perspective on how secularism is lived, interpreted, and occasionally contested in everyday pedagogical practice.
Co-Authors Camille Rousseau Claire Fontaine Nicolas Mercier Théo Girard