Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Indonesian Journal of Innovation and Applied Sciences (IJIAS) International Journal of Geography, Social, and Multicultural Education (IJGSME)
Amiri, Sayed Mahbub Hasan
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Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Mathematics Social Sciences

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The Digital Divide Revisited: Connectivity, Devices, and the Hidden Barriers to Global EdTech Equity Amiri, Sayed Mahbub Hasan
Indonesian Journal of Innovation and Applied Sciences (IJIAS) Vol. 5 No. 3 (2025): October-January
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijias.v5i3.2172

Abstract

This article interrogates the persistent inequities in global educational technology (EdTech) deployment, arguing that traditional “access gap” frameworks fail to address the complex architecture of digital exclusion. Through mixed-methods desk research analyzing 140+ scholarly works, institutional reports, and case studies across 15 countries, we identify five interdependent hidden barriers undermining EdTech equity: (1) the affordability mirage of hidden data/repair costs, (2) digital literacy deserts among teachers/students, (3) infrastructure fragility (electricity/ connectivity), (4) cultural-linguistic irrelevance, and (5) policy-governance gaps. Empirically grounded in contexts from Rwanda’s One Laptop Per Child program to India’s DIKSHA platform, findings reveal how these barriers disproportionately exclude marginalized learners, particularly in low-income and remote communities. The study advances a transformative solution framework centered on zero-cost connectivity architectures, situated teacher capacity building, adaptive hybrid infrastructure, decolonized content co-creation, and agile multistakeholder governance. We contend that only by addressing these systemic, human, and socio-technical dimensions can EdTech fulfil its promise as an educational equalizer. Urgent implementation of these evidence-based strategies could prevent an estimated $17 trillion in lost GDP by 2040 while reclaiming the democratic potential of digital learning.
The Anxious Generation: Why Student Wellbeing is the New Core Curriculum Amiri, Sayed Mahbub Hasan
International Journal of Geography, Social, and Multicultural Education Vol. 3 No. 3 (2026): 1 February 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v3n3.p34-47

Abstract

A profound shift is occurring in educational paradigms, moving beyond a narrow focus on academic achievement to embrace student wellbeing as a fundamental component of school success. Dubbed "The Anxious Generation," today's students face unprecedented levels of stress, anxiety, and burnout, exacerbated by academic pressure, social media, and a post-pandemic world. This article argues that student wellbeing must be reconceptualized as the new core curriculum, asserting that cognitive growth is inextricably linked to social-emotional health. We contend that schools are uniquely positioned to be proactive hubs for mental health support, not merely reactive institutions to academic failure. By integrating Social-Emotional Learning (SEL) principles, mindfulness practices, and restorative disciplines into the fabric of the school day, educators can cultivate resilient, engaged, and mentally healthy learners. The article proposes a framework for this integration, demonstrating that prioritizing wellbeing is not a distraction from academic goals but is, in fact, the essential foundation for achieving them. Ultimately, equipping students with the skills to navigate complexity and adversity is the most critical lesson they can learn.
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