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All Journal JIK Jurnal Ilmu Komputer Scholaria: Jurnal Pendidikan dan Kebudayaan POLYGLOT JOHME: Journal of Holistic Mathematics Education JURNAL PENDIDIKAN TAMBUSAI Journal on Education Diligentia: Journal of Theology and Christian Education Jurnal Paedagogy Cakrawala Repositori Imwi Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences EDULEAD: Journal of Christian Education and Leadership Journal of Economics and Business UBS Didache : Jurnal Teologi dan Pendidikan Kristen Journal of Education Research Theological Journal Kerugma Aletheia Christian Educators Journal Jurnal Apokalupsis Journal Of Economic Sciences (Ekuisci) Journal of Education Sciences (Edusci) Lentera Negeri
Khoe Yao Tung
Universitas Pelita Harapan
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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An AI-Based Personalized Learning Framework for Corporate Employee Development: An Integrative Literature Synthesis Dzaky Mubarok; Khoe Yao Tung; Budi Wibawanta
Jurnal Ekuisci Vol 3 No 6 (2026): Vol 3 No 6 July 2026
Publisher : Ann Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/ekuisci.v3i6.1232

Abstract

Background: Accelerating digital transformation, encompassing widespread business process automation and the adoption of artificial intelligence, has widened the competency gap between current workforce capabilities and future organizational demands. This condition positions the corporate Learning and Development (L&D) function as a strategic pillar for sustaining competitive advantage and simultaneously heightens the urgency of integrating AI into corporate learning systems. Purpose: Aims. This study synthesized, through an integrative approach, empirical and conceptual literature on AI-based personalized learning frameworks for corporate employee development to produce a coherent conceptual framework. Method: A Systematic Literature Review (SLR) design was employed, utilizing qualitative meta-synthesis guided by the PRISMA 2020 protocol. Research questions were formulated using the SPIDER framework. Systematic searches were conducted across five major academic databases, Scopus, Web of Science, ERIC, IEEE Xplore, and Google Scholar, covering publications from 2020 to 2025. Results: From 1,847 initially identified articles, 1,203 unique records remained after deduplication. Title and abstract screening yielded 312 articles, and full-text screening produced a final synthesis corpus of 47 articles. Findings confirm that AI-driven personalized learning systems have a significant capacity to address workforce competency gaps arising from digital transformation. Conclusion: This study produced a comprehensive AI-based personalized learning framework by integrating perspectives from educational technology, human resource management, and artificial intelligence. Implementation. Organizations are advised to adopt this framework as a strategic response to the imperatives of reskilling and upskilling in the digital transformation era.
Adaptive Performance in Early Career Transitions The Role of Learning Goal Orientation A Systematic Literature Review Ayu Ambarwati; Ilham Arief; Ardi Ardi; Khoe Yao Tung
Journal of Economics and Business UBS Vol. 15 No. 4 (2026): Journal of Economics and Business UBS
Publisher : Cv. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52644/4wzerw31

Abstract

Adaptive performance is a critical competency for employees navigating rapidly changing organizational environments; however, its theoretical foundations during early career transitions, particularly in government settings, remain underdeveloped. Following the PRISMA 2020 guidelines, this systematic review aimed to identify, synthesize, and evaluate evidence on adaptive performance during early career transitions, with a focus on learning goal orientation as an antecedent, career adaptability as a mediating resource, and the contextual influences of identity threat and bureaucratic structures within the public sector. Searches of Scopus and Semantic Scholar using the search string (("Adaptive Performance" OR "Learning Goal Orientation") AND Career) identified 209 records. After removing 50 duplicate records and screening 159 unique records, 42 studies were included in the final synthesis. Four thematic clusters emerged: (1) learning goal orientation as a dispositional antecedent of adaptability and performance; (2) career construction and self-concept mechanisms; (3) identity threat as a contextual moderator during early career entry; and (4) structural and cultural characteristics of government careers. Learning goal orientation consistently demonstrated a positive association with adaptive performance, primarily through the mediating role of career adaptability. Adaptive performance during early career transitions in government contexts is a dynamic, multidimensional outcome shaped by individual motivation, career construction processes, social support, and institutional constraints. Future research should prioritize longitudinal research designs, cross-cultural validation in emerging economies, and evidence-based interventions aimed at strengthening learning goal orientation
The implementation of contemporary issues-based learning strategies to strengthen students’ democratic literacy Sarbaini Sarbaini; Khoe Yao Tung
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/992880

Abstract

This study examines the implementation of contemporary issues-based learning strategies in strengthening students' democratic literacy through a library research approach. The study addresses the growing challenges posed by misinformation, political polarization, digital transformation, and declining civic engagement, which require more contextual and participatory learning approaches. Data were collected through an extensive review of books, peer-reviewed journal articles, research reports, and other relevant scientific publications. The collected literature was analyzed using qualitative content analysis to identify recurring themes, conceptual relationships, and instructional patterns. The findings indicate that integrating contemporary social, political, environmental, technological, and cultural issues into learning enhances students' critical thinking, civic awareness, democratic communication, ethical reasoning, and responsible participation. The synthesis also reveals that successful implementation depends on student-centered pedagogy, collaborative inquiry, reflective learning, curriculum flexibility, teacher competence, and institutional support. Overall, contemporary issues-based learning provides a meaningful framework for connecting democratic concepts with authentic societal challenges, thereby contributing to the development of informed, critical, and active democratic citizens.
Co-Authors Agustin, Lydia Ardi Ardi Ayu Ambarwati Briyan Yosjaya Budi Wibawanta, Budi Cendana, Wiputra Chandry, Cindy Christian, Gideon Dzaky Mubarok Endang Meryah Simbolon Gloria Solideo Ruata Hendra Tan Ilham Arief Indra Indra Lindawati Listyani, Laras Manueke, Jessica Mellyta Lidya Monica Indriana Novia Purnomo Nugraha Gusti Satya Pian, Rutsri Marlinda Sanga, Victor Sumua Sarbaini Sarbaini Sonata, Valeria Sry Handayani Ziliwu Wayan Kawi Arliyanti Yosjaya, Briyan