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All Journal Southeast Asian Business Review Universal Education Journal of Teaching and Learning
Co, Stephen Jay
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Other

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Digital Leadership and AI Literacy Among Financial Technology Professionals: An Empirical Investigation of Relationships and Predictive Capabilities Bulan, Jefferson; Co, Stephen Jay
Southeast Asian Business Review Vol. 3 No. 2 (2025)
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/sabr.v3i2.76115

Abstract

This research examined the association between digital leadership capabilities and artificial intelligence literacy among fintech professionals, examining how human-centric leadership dimensions correlate with AI competency components and their predictive relationships. A quantitative correlational design was employed with 76 financial technology professionals across diverse roles and organizations. Data collection employed the validated Digital Leadership Scale, which evaluates seven human-centered dimensions, along with the AI Literacy Scale that examines four essential components. Significant positive correlations were found between all digital leadership dimensions and AI literacy components, with an overall strong relationship between constructs. Operations managers showed the highest digital leadership levels while data engineers demonstrated superior AI literacy. Regression modeling demonstrated that digital leadership dimensions together accounted for 28.3% of the variance observed in AI literacy, though individual dimensions were non-significant due to multicollinearity, suggesting digital leadership functions as a holistic construct. Results indicate that comprehensive digital leadership development programs addressing multiple dimensions simultaneously may enhance AI literacy more effectively than isolated skill-building initiatives. The validated relationship between digital leadership and AI literacy provides evidence-based support for integrated leadership development strategies in technology-intensive environments, particularly benefiting fintech organizations navigating AI-driven transformation challenges.
Flipped Classroom Critical Success Factors Across Science, Technology, Engineering, and Mathematics (STEM) and Non-STEM Disciplines in Senior High School Co, Stephen Jay; Mancera, Arcturus
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.183

Abstract

This study examined critical success factors for flipped classroom implementation among 88 senior high school teachers from private schools in Metro Manila, Philippines, with relatively balanced representation across STEM (n=41) and non-STEM (n=47) disciplines. Analysis revealed an emergent Foundation-Quality-Support model wherein technology infrastructure and pedagogical quality factors achieved comparable critical status, indicating necessary technology-pedagogy integration. Ten factors achieved critical success status (≥60% essential), with technology access and reliability rated most critical (75.0%). MANOVA demonstrated marginally significant multivariate effects, with Student Factors showing substantial disciplinary differences. STEM teachers rated student accountability, self-regulation, conceptual-procedural balance, and assessment alignment significantly higher than non-STEM teachers. Thematic analysis confirmed discipline-specific implementation patterns: STEM teachers emphasized technology infrastructure and content complexity management, whereas non-STEM teachers emphasized pedagogical facilitation. Both groups identified student engagement, institutional support, content design quality, and equitable access as universally critical factors. Findings demonstrate that disciplinary differences manifest as variations in degree rather than categorical distinctions, challenging one-size-fits-all approaches and advancing flipped classroom theory toward epistemologically grounded, discipline-responsive implementation frameworks appropriate for well-resourced school contexts.
Co-Authors Bulan, Jefferson Mancera, Arcturus