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All Journal Journal Emerging Technologies in Education International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon Journal of Early Childhood Education and Teaching
Villanueva, Andres
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Religion Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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The Role of Technology in Non-Formal Education in Rural South Africa Maseko, Teboho; Mokoena, Lesedi; Mabuza , Dineo; Flores, Josefa; Villanueva, Andres
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2163

Abstract

Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas.Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners.Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Data were analyzed thematically to identify patterns and insights regarding the use of technology in non-formal learning environments.Result. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist.Conclud. The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy. Furthermore, collaboration between government, educators, and communities is essential to maximize the impact of technological interventions.
Development of a Cloud Computing Based Management Information System for MSMEs Villanueva, Andres; Fernandez, Carlos; Li, Zhang
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i2.1980

Abstract

Micro, Small, and Medium Enterprises (MSMEs) are vital for economic growth in many developing countries, including Indonesia. However, these businesses face significant challenges related to management inefficiencies, limited access to resources, and lack of technological adoption. This study aims to develop a cloud-based Management Information System (MIS) specifically tailored for MSMEs. The system is designed to improve operational efficiency, enhance decision-making, and facilitate better management practices for MSMEs in Indonesia. The research utilizes a design and development approach, incorporating both qualitative and quantitative methods. Data was collected through surveys and interviews with MSME owners and managers to identify their needs and challenges. The MIS was then developed using cloud computing technologies and tested with a sample of MSMEs. The cloud-based MIS successfully streamlined key management processes such as inventory tracking, financial management, and customer relationship management. Users reported increased operational efficiency, easier data access, and better decision-making capabilities. The system proved scalable, allowing MSMEs of different sizes and sectors to benefit from the technology. The study concludes that cloud computing-based MIS can significantly improve the management processes of MSMEs, contributing to their growth and sustainability.
Father Involvement in Parenting and Its Powerful Link to Prosocial Behavior in Early Childhood Wita, Arsyizahma; Villanueva, Andres
Journal of Early Childhood Education and Teaching (JECET) Vol. 1 No. 1 (2025): Journal of Early Childhood Education and Teaching
Publisher : CV Berkah Syahdin Trust

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64840/jecet.v1i1.14

Abstract

Purpose – This study investigates the relationship between father involvement in parenting and the prosocial behavior of preschool children in Tanah Datar District. The low prosocial behaviors, such as helping, sharing, cooperating, and providing comfort to others, prompted the exploration of fatherly involvement as a possible influencing factor. Design/methods/approach – A quantitative correlational approach was employed, with a sample of 194 children selected from a population of 1,128 using probability stratified cluster random sampling. Data were collected through Likert-scale questionnaires and analyzed using the product-moment correlation method with SPSS. Findings – The results reveal a significant and strong positive correlation of 0.866 between father involvement in parenting and prosocial behavior in early childhood. This indicates that higher levels of father involvement are associated with greater prosocial behavior in children. Research implications/limitations – The study's limitations include its cross-sectional design, which restricts causal inferences, and the reliance on self-reported data, which could introduce bias. Future research could expand on these findings by using longitudinal designs to better establish causality. Originality/value – This research contributes valuable insights into the impact of father involvement on children's social development, particularly in a rural Indonesian context. The findings highlight the importance of fatherly engagement for fostering prosocial behaviors in early childhood, suggesting areas for future intervention and policy development.
TECHNOLOGY-ENHANCED LEARNING IN PRIMARY EDUCATION: EFFECTS OF INTERACTIVE DIGITAL PLATFORMS ON STUDENT ENGAGEMENT AND ACHIEVEMENT Gonzales, Samantha; Flores, Josefa; Villanueva, Andres; Yani, Ahmad
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3426

Abstract

Technology-enhanced learning has become increasingly prominent in primary education as schools integrate interactive digital platforms to support teaching and learning. These platforms are widely assumed to enhance student engagement and academic achievement, yet empirical evidence at the primary level remains uneven and context dependent. This study aims to examine the effects of interactive digital platforms on student engagement and academic achievement in primary education, with particular attention to the relationship between engagement dimensions and learning outcomes. The study employed a quantitative quasi-experimental design involving experimental and control groups of primary school students. Data were collected using engagement questionnaires, curriculum-aligned achievement tests, classroom observations, and academic records. Inferential statistical analyses were conducted to compare group differences and examine relationships between engagement and achievement. The findings reveal that students exposed to interactive digital platforms demonstrated significantly higher levels of behavioral, emotional, and cognitive engagement than those receiving conventional instruction. Academic achievement scores were also significantly higher in the experimental group. Correlation analysis indicates a strong positive relationship between student engagement and achievement outcomes. The study concludes that interactive digital platforms positively influence engagement-driven learning in primary education when integrated within structured pedagogical practices. Technology-enhanced learning is most effective when engagement functions as a central mechanism linking digital interaction to academic success.
Co-Authors ahmad yani Fernandez, Carlos Flores, Josefa Gonzales, Samantha Mabuza , Dineo Maseko, Teboho Mokoena, Lesedi Wita, Arsyizahma Zhang Li