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Shaping Future Leaders: A Bibliometric Study on Leadership Development Loso Judijanto; Istiarsyah Istiarsyah
West Science Interdisciplinary Studies Vol. 3 No. 12 (2025): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v3i12.2531

Leadership development has attracted growing scholarly attention in response to rapid technological change, sustainability challenges, and evolving workforce dynamics; however, the expanding body of literature remains fragmented across disciplines and perspectives. This study aims to map the global research landscape of leadership development through a bibliometric analysis of publications indexed in the Scopus database, using VOSviewer to examine publication trends, keyword co-occurrence, citation patterns, and collaboration networks among authors, institutions, and countries. The results show that leadership constitutes the central intellectual core of the field, closely linked to organizational management, interpersonal communication, decision making, education, and professional development, while more recent research increasingly emphasizes themes such as artificial intelligence, sustainability, innovation, and visionary leadership. The analysis also reveals a highly collaborative and internationally connected research community, with strong contributions from North America and Europe and growing cross-regional partnerships. Overall, this study provides a systematic overview of the intellectual structure and evolutionary trajectory of leadership development research, offering a useful reference for scholars and practitioners in identifying dominant themes and emerging directions for shaping future leaders⁠.

The Influence of Inclusive Education Management and Teacher Competence on Student Participation in Learning Istiarsyah Istiarsyah; Nurhabibah Nurhabibah; Anizar Anizar; Amelyani Amelyani; Irda Rafika; Basneldi Basneldi
West Science Interdisciplinary Studies Vol. 4 No. 02 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i02.2586

This study investigates how inclusive education management and teacher competence contribute to expanding student participation in the learning process. A quantitative research design was employed, involving 125 respondents from inclusive education settings. Data were collected using a structured questionnaire measured on a Likert scale and analyzed using SPSS version 25. The results of multiple linear regression analysis reveal that inclusive education management has a positive and significant effect on student participation, indicating that effective leadership, inclusive policies, and supportive management practices foster more engaging learning environments. Teacher competence also shows a positive and significant influence on student participation and emerges as the stronger predictor, highlighting the critical role of teachers’ pedagogical skills, classroom management, and inclusive instructional strategies in encouraging active student engagement. Simultaneously, inclusive education management and teacher competence explain a substantial proportion of variance in student participation. These findings emphasize that inclusive education is most effective when supported by both strong organizational management and competent teachers. The study provides empirical evidence to inform school leaders and policymakers in developing integrated strategies to enhance student participation through inclusive education practices.

The Influence of Equitable Instructional Practices and Teachers’ Pedagogical Competence on Student Learning Engagement in Inclusive Schools in Indonesia Istiarsyah Istiarsyah; Dela Devita; Eka Yuli Astuti; Pelita Hayati; Irda Rafika
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3024

This study investigates the effect of equitable teaching practices and teachers' pedagogical competence on student engagement in inclusive schools in Indonesia. A quantitative approach was adopted, with data collected from 225 respondents using a Likert-scale survey. The study examines the relationships between equitable teaching practices, pedagogical competence, and student engagement in inclusive classrooms. Data analysis was conducted using SPSS version 25, including descriptive statistics, correlation analysis, and regression analysis. The findings indicate that both equitable teaching practices and teachers' pedagogical competence significantly predict student engagement, with equitable teaching practices having a stronger influence. The study suggests that inclusive teaching strategies and enhancing teachers’ pedagogical competence are essential for fostering student engagement in inclusive classrooms. These findings provide valuable insights for educators and policymakers working to improve inclusive education practices in Indonesia.

Collaborative Models for Inclusive Education: The Role of Communities in Supporting Learners with Diverse Needs Ayesha Begum; Tasnia Islam; Istiarsyah Istiarsyah; Siti Aisyah Hanim
Pengabdian: Jurnal Abdimas Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/abdimas.v4i1.3407

Background: Inclusive education increasingly demands collaborative approaches that extend beyond schools to involve families and communities. Learners with diverse needs often face academic, social, and emotional barriers that cannot be addressed through institution-centered strategies alone. Objective: This study aims to examine collaborative models for inclusive education, focusing on the role of communities in supporting learners with diverse needs and strengthening inclusive learning environments. Methods: The research employed a qualitative-dominant design integrating descriptive statistics and case-based analysis. Data were collected from teachers, school leaders, parents, and community representatives through interviews, observations, document analysis, and secondary institutional data. Inferential analysis was used to examine relationships between community collaboration and learner support outcomes. Results: The findings indicate that structured community collaboration significantly enhances learner participation, perceived inclusiveness, and access to support services. Strong partnerships characterized by shared decision-making, trust, and contextual responsiveness were associated with more effective inclusive practices. Case evidence further illustrates that community involvement contributes to learner confidence and classroom inclusivity. Conclusion: The study concludes that inclusive education is most effective when communities function as active partners rather than peripheral supporters. Collaborative models provide a sustainable framework for addressing learner diversity and advancing educational equity across diverse educational contexts globally today.

Designing Inclusive Extended Reality (XR): Heuristics for Developing Accessible Immersive Content for Students with Motor Impairments Istiarsyah Istiarsyah; Francesco Ricci; Alessandra Russo
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3828

Background. Extended Reality (XR) technologies have become increasingly prominent in educational settings, providing immersive and interactive learning opportunities. However, students with motor impairments encounter significant challenges when engaging with XR content, especially due to the reliance on physical interaction mechanisms such as hand gestures or specialized controllers. These barriers limit their ability to fully participate in the immersive experience that XR technologies offer. Purpose. The purpose of this study is to develop and assess a set of heuristics for creating accessible XR content that caters specifically to students with motor impairments. This research aims to evaluate the effectiveness of these heuristics by examining how they impact usability, accessibility, and user satisfaction among individuals with motor impairments in real-world XR applications. Method. The study adopts a mixed-methods approach, incorporating usability testing, focus group discussions, and expert reviews to gather comprehensive data on the proposed heuristics. Participants with motor impairments are asked to interact with XR content designed using the newly developed accessibility heuristics. The research gathers both qualitative and quantitative data, including task completion times, error rates, and user satisfaction metrics. Results. Findings indicate that students with motor impairments exhibit significant improvements in task completion times, reduced error rates, and higher user satisfaction when interacting with XR content that incorporates the proposed accessibility heuristics. Adaptive input methods, such as voice commands and customizable controllers, are identified as particularly effective in enhancing accessibility and engagement. Conclusion. This study contributes to the field of XR accessibility by providing practical guidelines for developers aiming to create more inclusive educational content. It underscores the importance of inclusive design in XR systems, ensuring that all learners, regardless of physical abilities, can benefit from immersive educational experiences. The results of this study offer a foundation for future research focused on expanding accessibility in XR learning environments.

Generative AI for Learning: A Bibliometric Mapping of Global Scientific Publications Loso Judijanto; Istiarsyah Istiarsyah
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3018

The rapid advancement of Generative Artificial Intelligence (GenAI) has significantly transformed educational practices by introducing new possibilities for personalized learning, intelligent tutoring systems, automated feedback, and AI-supported knowledge creation. This study aims to explore the global research landscape of Generative AI for Learning through a bibliometric analysis of scientific publications indexed in the Scopus database. A comprehensive literature search was conducted to identify relevant publications, followed by performance analysis and science mapping using VOSviewer. The analysis examined publication trends, highly cited literature, keyword co-occurrence, citation networks, author collaboration, institutional contributions, and international research patterns. The findings reveal that research on generative AI in learning has experienced substantial growth, particularly following the emergence of ChatGPT and large language models. The intellectual structure of the field is dominated by three interconnected themes: technological advancement of artificial intelligence, educational integration of AI-based learning systems, and human-centered considerations including AI literacy, critical thinking, ethics, and responsible adoption. Influential publications highlight both the opportunities and challenges of generative AI, including improvements in learning effectiveness, academic transformation, assessment challenges, and potential cognitive impacts. Furthermore, collaboration analysis indicates that the United States plays a central role in global research networks, while contributions from countries across Asia, Europe, and other regions continue to expand. This study provides a comprehensive understanding of the evolution, current trends, and future directions of Generative AI for Learning research, emphasizing the importance of interdisciplinary collaboration and responsible AI implementation to support sustainable educational innovation.

Generative AI for Learning: A Bibliometric Mapping of Global Scientific Publications Loso Judijanto; Istiarsyah Istiarsyah
West Science Interdisciplinary Studies Vol. 4 No. 07 (2026): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v4i07.3018

The rapid advancement of Generative Artificial Intelligence (GenAI) has significantly transformed educational practices by introducing new possibilities for personalized learning, intelligent tutoring systems, automated feedback, and AI-supported knowledge creation. This study aims to explore the global research landscape of Generative AI for Learning through a bibliometric analysis of scientific publications indexed in the Scopus database. A comprehensive literature search was conducted to identify relevant publications, followed by performance analysis and science mapping using VOSviewer. The analysis examined publication trends, highly cited literature, keyword co-occurrence, citation networks, author collaboration, institutional contributions, and international research patterns. The findings reveal that research on generative AI in learning has experienced substantial growth, particularly following the emergence of ChatGPT and large language models. The intellectual structure of the field is dominated by three interconnected themes: technological advancement of artificial intelligence, educational integration of AI-based learning systems, and human-centered considerations including AI literacy, critical thinking, ethics, and responsible adoption. Influential publications highlight both the opportunities and challenges of generative AI, including improvements in learning effectiveness, academic transformation, assessment challenges, and potential cognitive impacts. Furthermore, collaboration analysis indicates that the United States plays a central role in global research networks, while contributions from countries across Asia, Europe, and other regions continue to expand. This study provides a comprehensive understanding of the evolution, current trends, and future directions of Generative AI for Learning research, emphasizing the importance of interdisciplinary collaboration and responsible AI implementation to support sustainable educational innovation.

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