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All Journal International Journal of Teaching and Learning (INJOTEL)
Sofia F Rahmani
Institut Bisnis Nusantara, Indonesia
Education Mathematics Other

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INTERSECTIONALITY AND EQUITY IN EDTECH: A CRITICAL ANALYSIS OF LEARNING APPS IN MARGINALIZED COMMUNITIES Loso Judijanto; Sofia F Rahmani; Rinda Riztya
International Journal of Teaching and Learning Vol. 2 No. 12 (2025)
Publisher : Adisam Publisher

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Abstract This research aims to critically analyze how digital learning applications facilitate or widen educational disparities in marginalized communities through an intersectional and equity approach. In the context of the rapid advancement of educational technology (EdTech), it is crucial to understand how social identity factors such as gender, race, economic status, disability, and geographic location interact and influence access to and the quality of learning experiences. This study uses a desk study method by examining recent academic literature, policy reports, and evaluation results of learning applications used in various marginalized communities. The analysis shows that most learning applications still do not fully consider the needs of diverse users, especially those at the intersection of multiple forms of vulnerability. The lack of representation, uniform design approaches, and limited digital infrastructure exacerbate existing digital exclusion. This research recommends the development of more inclusive, equity- and intersectional-based learning applications that involve community participation in the design and evaluation process. In this way, EdTech can contribute more equitably to improving the quality of education in marginalized communities.
EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS: RETHINKING SOCIO-EMOTIONAL LEARNING IN DIGITAL CLASSROOMS Sofia F Rahmani; Rinda Riztya; Jeprianto Jeprianto
International Journal of Teaching and Learning Vol. 3 No. 2 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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The transformation of education toward a digital ecosystem has brought significant changes to the dynamics of learning, social interactions, and emotional well-being of students. In this context, emotional intelligence is a crucial factor in determining academic success, especially amidst the increasing reliance on distance learning technology. This study, titled "Emotional Intelligence and Academic Success: Rethinking Socio-Emotional Learning in Digital Classrooms," uses a literature review method to analyze the relationship between emotional intelligence, socio-emotional learning (SEL), and academic success in a digital environment. Through the exploration and analysis of various current academic sources, this study found that emotional intelligence plays a crucial role in developing students' self-regulation, empathy, and collaboration skills, which directly impact learning outcomes. Social-emotional learning integrated into digital classrooms has been shown to create a balance between cognitive and affective aspects, thus supporting both academic achievement and student psychological well-being. The study's findings also emphasize the need for a humanistic and reflective pedagogical approach in digital learning design, so that students not only develop intellectually but also develop emotional intelligence adaptive to the challenges of the digital era.
Co-Authors Jeprianto Jeprianto Loso Judijanto Rinda Riztya