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Asep
Universitas Pendidikan Indonesia
Education Social Sciences Other

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FROM MILLENNIALS TO 'SILVER ECONOMY': AN ANALYSIS OF TECHNOLOGY READINESS, USER EMANCIPATION, AND AI ADOPTION IN THE SOCIO-ECONOMIC TRANSFORMATION ECOSYSTEM Asep; Aim Abdulkarim; Meila Yufriana Devi
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7783

Abstract

The transition to cybernetic capitalism and the disruption of Artificial Intelligence (AI) have created a reality of "Mixtopia", where utopian efficiency coexists with dystopian threats like data exploitation and the loss of human autonomy. Amid this socioeconomic transformation, it is crucial to understand how different demographic groups, specifically adaptive young entrepreneurs versus the ageing population in the “Silver Economy”, respond to technological disruptions and digital inequalities. This article analyzes cross-generational AI adoption dynamics using the “Technology Readiness and Acceptance Model (TRAM)” and the sociological concept of “Mündigkeit” (emancipation toward autonomy)”. Findings reveal that Millennial and Generation Z entrepreneurs in developing economies share similar pragmatic behaviors; their AI adoption is primarily driven by “perceived usefulness” for business efficiency rather than mere technological novelty. In particular, the Silver Economy is highly vulnerable to digital exclusion. To counter data capitalism and prevent users from becoming passive, "intergenerational learning" is proposed as an essential methodology to foster critical reflection and user emancipation. Ultimately, sustainable economic transformation requires shifting from blind acceptance of technology to critical user adoption.
THE DISRUPTION AND TRANSFORMATION OF SOCIAL STUDIES EDUCATION IN INDONESIA: CHALLENGES, OPPORTUNITIES, AND ADAPTIVE STRATEGIES IN THE DIGITAL ERA Meila Yufriana Devi; Aim Abdulkarim; Asep
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.7793

Abstract

The era of disruption has brought fundamental changes to the education system, including Social Studies learning in Indonesia. The rapid development of digital technology, increasingly complex social dynamics, and the demand for twenty-first-century competencies have positioned Social Studies as a strategic subject in fostering learners who are critical, adaptive, reflective, and socially responsible. This study aims to analyze the transformation of Social Studies learning in Indonesia in the digital era by highlighting instructional strategies, teacher readiness, curriculum adaptation, technology integration, and educational policy support. This research employs a literature review approach by examining various relevant scholarly publications published between 2022 and 2025. The findings indicate that the era of disruption has encouraged Social Studies learning to become more interactive, student-centered, contextual, project-based, and integrated with digital literacy. However, this transformation still faces several challenges, including infrastructure disparities, uneven teacher digital competencies, resistance to pedagogical change, and limited access to technology across different regions. On the other hand, the Merdeka Curriculum provides significant opportunities to strengthen Social Studies learning so that it becomes more flexible, relevant to both local and global contexts, and oriented toward the development of twenty-first-century competencies. This study confirms that strengthening Social Studies learning in the era of disruption requires synergy among teacher capacity building, pedagogical innovation, equitable digital infrastructure, and adaptive as well as inclusive education policies in order for learning transformation to take place effectively and sustainably.
Co-Authors Aim Abdulkarim Meila Yufriana Devi