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Assessing Scientific Thinking in Early Childhood: Cross-Sectional Evidence for a Six-Dimensional Hierarchical Structure in Indonesian Preschoolers Subhan, Subhan; Puad, Lalu Mohammad Abid Zainul; Listyowati, Anies
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-01

Purpose – Scientific thinking in early childhood remains understudied in non-Western contexts, with many existing models derived from Western samples and limited to two or three dimensions. This study examines a six-dimensional hierarchical framework proposing that domain-general cognitive capacities (Attention & Focus, Working Memory, Problem Solving) support domain-specific scientific competencies (Observation Skills, Prediction & Reasoning, Experimentation) in Indonesian preschoolers aged 4–6 years. Age-related patterns, gender differences, and institutional-type differences are also investigated.Design/methods/approach – Using a quantitative cross-sectional design, data were collected from 105 children (4–6 years) enrolled in secular and Islamic early childhood education institutions in South Sulawesi, Indonesia. Scientific thinking was assessed using the Scientific Thinking Assessment for Early Childhood (STAEC), a 25-item teacher-rated instrument developed through expert review and pilot testing with 30 teachers. Analyses included descriptive statistics, reliability analysis, Pearson correlations, ANOVAs, and t-tests to evaluate interdimensional relationships and group differences.Findings – Results provided initial cross-sectional evidence consistent with a six-dimensional hierarchical organization of early scientific thinking. Domain-general capacities were strongly intercorrelated (r = .796–.831) and showed higher mean scores than domain-specific competencies, suggesting a foundational role. Working memory displayed the strongest associations with advanced competencies, particularly prediction & reasoning and experimentation. A significant age-related difference emerged only for observation skills, whereas other dimensions showed non-significant developmental trends. No gender differences were observed across any dimension, and no differences emerged across secular and Islamic institution types.Research implications/limitations – The cross-sectional design limits developmental and causal inferences. Teacher ratings may introduce rater bias and do not capture moment-to-moment reasoning processes. The single-region sample constrains generalizability; future research should use longitudinal, larger, multi-region, and multi-method designs.Practical implications – Early childhood programs should strengthen foundational cognitive capacities while providing explicit, developmentally appropriate support for prediction and experimentation, and maintain equal learning expectations across genders and educational settings.Originality/value – This study offers initial empirical support for a multidimensional hierarchical model of early scientific thinking in a non-Western context, including secular and Islamic early childhood education settings.Paper type Research paper

Examining the Emergence of Computational Thinking through Unplugged Coding Games in Early Childhood: Evidence from a Multiple Case Study in Indonesia Fitriyah, Qonitah Faizatul; Asmawulan, Tri; Faza, Atika Tsania; Wafa, Khadijah; Susilo, Taufik Eko
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-02

Purpose – Computational Thinking (CT) is widely recognized as a key competency in 21st-century education; however, its implementation in early childhood settings remains predominantly associated with digital technologies, leaving its development in low-resource contexts underexplored. This study aims to examine how CT skills emerge through unplugged coding games in early childhood education and to identify the contextual factors shaping their implementation.Design/methods/approach – This study employed a qualitative multiple case study design across three early childhood education settings in Surakarta, Indonesia. Data were collected through six weeks of non-participatory classroom observations and semi-structured interviews with teachers. Observational data were analyzed using a computational thinking framework, while interview data were examined inductively to uncover enabling and constraining factors.Findings – Findings reveal that unplugged coding games, grounded in concrete materials and play-based activities, facilitate the emergence of core CT skills, including sequencing, decomposition, pattern recognition, abstraction and problem-solving. These skills develop through embodied, collaborative, and iterative play processes, where children actively construct solutions within meaningful contexts. However, teachers tend to mediate these processes implicitly, often without explicitly recognizing or articulating them as CT practices, which may limit pedagogical intentionality.Research implications/limitations – The study is limited to three cases within a single regional context and a relatively short observation period, which may constrain the transferability of findings. Nevertheless, it contributes to the conceptualization of CT as a socially mediated and play-based learning process in early childhood, extending beyond technology-centric approaches.Practical implications – The findings highlight the feasibility of integrating CT into early childhood education through unplugged, play-based pedagogies, offering an accessible and contextually adaptable approach for low-resource settings.Originality/value – This study advances the CT literature by demonstrating that computational thinking can emerge through non-digital, play-based interactions in early childhood contexts, challenging dominant technology-driven paradigms and providing empirical evidence from the Global South to broaden theoretical and geographical representation in the field.Paper type Research paper

Female Rangers as Informal Community Educators: Khalifah Fil Ardh and Early Childhood Environmental Learning in Aceh Samad, Munawwarah; Sri Astuti; Futhira, Nadia; Amelia, Lina; Abdurrahman Qahar, Jabbar; Maramina, Aula
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-03

Purpose – This study investigates how Female Rangers in Bener Meriah Regency operationalize the Islamic concept of khalifah fil ardh (human stewardship of the Earth) as a lived pedagogical practice within early childhood environmental education. It seeks to bridge the gap between eco-theological discourse and community-based educational praxis.Design/methods/approach – Employing a qualitative single-case study design, this research was conducted in Damaran Baru Village, Aceh. Data were generated through in-depth semi-structured interviews, participant observation, and document analysis. The analytical process followed an iterative model involving data condensation, data display, and conclusion drawing, complemented by inductive thematic coding to identify recurring patterns of practice and meaning.Findings – The findings reveal that Female Rangers enact dual and intersecting roles as grassroots conservation agents and informal educators. Their environmental engagement is not merely technical but deeply rooted in moral-religious consciousness, positioning ecological care as an ethical obligation. Pedagogically, their influence emerges through children’s situated participation in everyday ecological practices. Four core strategies underpin this process: (1) embodied modelling of pro-environmental behavior, (2) experiential learning through direct participation, (3) integration of spiritual reflection linking nature to divine responsibility, and (4) contextual embedding of environmental values within communal and cultural routines. These strategies collectively construct an implicit curriculum that integrates ecological awareness with moral and spiritual development in early childhood.Research implications/limitations – This study contributes to Islamic eco-theology by demonstrating how the notion of stewardship is translated into concrete pedagogical action within community contexts. It advances the conceptualization of informal environmental education as a relational and value-driven process. However, as a single-site qualitative inquiry, the findings are context-specific and not intended for statistical generalization, though they offer analytical transferability to similar socio-cultural settings.Practical implications – The study highlights the importance of synergizing formal education, community initiatives, and faith-based ecological values in designing early childhood environmental education. It suggests that integrating local actors such as Female Rangers into educational ecosystems can enrich children’s holistic development, particularly in fostering environmental ethics from an early age.Originality/value – The article offers a grounded account of how women-led conservation can operate as an informal pedagogical infrastructure through which young children encounter environmental care as part of moral, spiritual, and communal life.Paper type Research paper

Constructing a Religious Psychosocial Model for Social-Emotional Resilience among Girls Affected by Violence in Madura Reswari, Ardhana; Aziz, Thorik; Masuwd, Mowafg; Magfiroh, Amirin Nisa'uh
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-04

Purpose – Psychosocial intervention models for girls affected by violence in Indonesia remain predominantly secular, overlooking the central role of religious frameworks in trauma recovery within Muslim-majority communities. This study addresses that gap by constructing an empirically grounded, religiously-informed conceptual model to strengthen the social-emotional resilience of girls affected by violence in Madura, where Islamic values, kyai, and pesantren constitute the core of community life.Design/methods/approach – A qualitative study employing Constructivist Grounded Theory (Charmaz, 2014) was conducted over four months (August–November 2025). Data were generated through in-depth interviews, participatory observation, and focus group discussions with twelve participants comprising girls affected by violence, psychologists, victim advocates, and a religious leader in Pamekasan Regency. Constructivist coding procedures were applied iteratively until theoretical saturation was achieved.Findings – Analysis yielded a core theoretical category, Spiritually-Anchored Resilience as an Integrated Recovery Process, supported by three resilience resource mechanisms corresponding to Grotberg's framework: external resources (I Have), internal strengths (I Am), and interpersonal skills (I Can), each integrated with Islamic values. These mechanisms informed a four-phase empirically constructed conceptual model stabilization, trauma processing, meaning reconstruction, and social reintegration synthesizing trauma-informed care with Islamic healing concepts of syifa' and tazkiyatun nafs. Religious leaders and pesantren were identified as significant contextual actors within the recovery ecosystem, whose roles in supporting intervention warrant further empirical investigation.Research implications/limitations – The model is bounded by its focus on Pamekasan Regency and a purposive sample of twelve participants, limiting transferability. Future research involving larger, multi-site samples is encouraged to validate and extend the model.Practical implications – Psychosocial programs in religious communities should integrate local Islamic frameworks and foster structured collaboration between mental health professionals and religious leaders, with pesantren serving as culturally trusted recovery settings.Originality/value – This study contributes an empirically derived, context-sensitive conceptual model that integrates Islamic religious values into contemporary resilience frameworks, offering a culturally responsive alternative to universalist psychosocial intervention approaches for girls affected by violence in Muslim-majority societies.Paper type Research paper

An Integrated Brain–Hand Worksheet Design to Foster Cognitive and Fine Motor Development in Early Childhood Ramli, Syamsul Alam; Eka Poppi Hutami; Jacinto de Oliveira Junior; Lisda
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-05

Purpose – This study addresses the limitations of conventional early childhood worksheets, which often separate cognitive and fine motor activities into isolated tasks. The study aims to develop and evaluate a Brain–Hand integrated worksheet design that combines cognitive processing and fine motor engagement within a single learning activity.Design/methods/approach – An explanatory sequential mixed-methods design with a one-group pretest–posttest approach was employed. Quantitative data were collected through structured observations and teacher questionnaires, while qualitative data were obtained through semi-structured interviews with selected teachers. Sixty early childhood educators participated as implementers and evaluators, with developmental observations conducted among 312 children aged 3–6 years. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests, whereas qualitative data were analyzed thematically.Findings – The results showed significant improvements in children’s motor and cognitive development following the implementation of Brain–Hand worksheets. Paired-sample t-test results indicated a significant increase in motor skill scores (t(311) = 4.56, p < .001, Cohen’s d = 0.80) and cognitive skill scores (t(311) = 4.12, p < .001, Cohen’s d = 0.75). Teachers also reported high levels of student engagement and positive perceptions regarding the integration of cognitive and fine motor activities. These findings indicate that a structured worksheet design integrating cognitive and fine motor tasks is associated with improvements across both developmental domains.Research implications/limitations – The findings should be interpreted considering several limitations, including purposive sampling, the absence of a control group, and the relatively short intervention period. These factors limit the generalizability of the findings and highlight the need for future longitudinal studies using more objective developmental assessment approaches.Practical implications – The Brain–Hand worksheet model provides educators with a structured approach for designing multisensory learning activities that simultaneously engage children’s thinking processes and fine motor coordination in early childhood classrooms.Originality/value – Unlike conventional worksheets that emphasize cognitive or motor activities separately, the Brain–Hand design systematically integrates both domains within a single instructional framework. This study contributes an applied model for implementing embodied cognition principles in early childhood classroom practices and provides empirical evidence regarding cognitive–motor integration through structured worksheet design.Paper type Research paper

Pedagogical and Curricular Needs for ISTEAM Learning in Islamic Early Childhood Education at PAUD Kiddos English School Banda Aceh Nuraida, Nuraida; Amelia, Lina; Miharti, Ridha; Andriansyah, Andriansyah; Kamaliah, Nurul
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-07

Purpose – This study examines the pedagogical and curricular needs for ISTEAM (Islamic Science, Technology, Engineering, Arts, and Mathematics) learning in Islamic early childhood education at PAUD Kiddos English School Banda Aceh. Rather than claiming to develop or validate a full ISTEAM model, the study positions ISTEAM as a sensitizing framework for understanding how Islamic values, STEAM activities, lesson planning, and assessment are currently connected in one institutional context.Design/methods/approach – A qualitative case study design was employed. Data were collected through semi-structured interviews with the principal and five classroom teachers, six non-participant classroom observations, and a structured needs questionnaire used as descriptive triangulation. Interview and observation data were analyzed using six-phase thematic analysis (Braun & Clarke, 2006), while questionnaire responses were used to support the interpretation of recurring needs without statistical generalization.Findings – Three themes emerged. First, PAUD Kiddos has an institutional culture supportive of ISTEAM, with Islamic routines and STEAM-related activities already present in daily practice. Second, there is a gap between verbal or intuitive integration and formal curricular documentation: two of six teachers had documented Islamic value integration in lesson plans, and none had written explicit Qur'anic or hadith connections into learning objectives. Third, the most visible needs were an ISTEAM lesson-plan template, a contextual Qur'an/hadith reference bank, hands-on teacher workshops, integrated assessment rubrics, and formal school-level policy support.Research implications/limitations – The findings should be interpreted as context-bound evidence from one Islamic early childhood institution with six adult participants and six observed classroom sessions. Future research should develop, pilot, and validate ISTEAM learning tools across more diverse Islamic PAUD settings.Practical implications – The findings provide actionable guidance for Islamic early childhood education providers, teacher educators, and curriculum developers in designing contextually appropriate ISTEAM implementation. The identified needs can inform the development of lesson-plan templates, teacher professional development programs, curriculum guidelines, and assessment instruments that systematically integrate Islamic values with STEAM learning in early childhood classrooms.Originality/value – The article contributes a local, practice-oriented needs map for ISTEAM learning in Islamic early childhood education. Its contribution is not a finalized model, but an empirically grounded preliminary basis for subsequent design-based development of ISTEAM lesson planning, classroom activities, and assessment tools.Paper type Research paper

Exploring Tolerance-Related Socio-Emotional Practices through BCCT and DAP in Early Childhood Education: An Exploratory Qualitative Case Study Mursid, Mursid; Muna Fatmawati, Nilal
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-08

Purpose – This study aims to explore how the Beyond Centers and Circle Time (BCCT) approach and Developmentally Appropriate Practice (DAP) principles are integrated in classroom practices to support tolerance as a socio-emotional competence in early childhood education.Design/methods/approach – This study employed an exploratory qualitative case study design at RA Hj. Sri Musiyarti Semarang. Data were collected through non-participant classroom observations, structured and semi-structured interviews with the principal and teachers, and documentation of learning activities involving 15 children aged 5-6 years. Data were analyzed using the Miles, Huberman, and Saldana interactive model through data condensation, data display, and conclusion drawing. Credibility was strengthened through methodological and source triangulation, member checking, and systematic field notes.Findings – The findings suggest that BCCT and DAP interacted as complementary classroom conditions rather than as a measurable intervention effect. BCCT provided structured opportunities for social encounters through learning centers, circle time, teacher scaffolding during play, and recalling after play. DAP shaped how teachers adjusted activities, language, expectations, and mediation to children's developmental characteristics. Within this classroom context, tolerance-related behaviors were observed in sharing, cooperation, empathy, appreciation of different ideas or products, and simple conflict negotiation. However, these behaviors remained situated and teacher-mediated, indicating that tolerance in early childhood should be interpreted as an emerging socio-emotional practice rather than a stable competence already internalized by children.Research implications/limitations – The study offers contextual insight into how center-based and developmentally responsive practices may create opportunities for children to practice tolerance-related behaviors. Its findings are limited to a single institutional case, a short period of fieldwork, and school-based observations; therefore, they are not intended for broad generalization or claims of effectiveness.Practical implications – The findings provide practical guidance for early childhood educators in designing inclusive learning environments that promote tolerance through meaningful social interactions.Originality/value – This study offers a contextual pedagogical interpretation of the relationship between BCCT, DAP, and tolerance-related socio-emotional practices in early childhood education. It shifts the discussion from abstract tolerance education toward the situated classroom processes through which children encounter, negotiate, and practice respect for others during play-based learning.Paper type Research paper

Locally Anchored Disaster Mitigation Curriculum for Early Childhood Social Studies Learning: A Conceptual-Design Synthesis Mulianingsih, Ferani; Purnomo, Arif; Riyani, Mufti; Astuti, Andarweni; Edi Siswanto, M. Bambang; Fajar, Fajar; Mapa, Mohammad Tahir; Aizawa, Yosio
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-06

Purpose – Disaster mitigation education for young children is often reduced to drills, hazard information, and safety procedures. This conceptual article formulates LADMiC-ECE as a local wisdom-based disaster mitigation curriculum framework for Early Childhood Social Studies, positioning mitigation as social learning that develops place awareness, care, environmental responsibility, shared rules, and safe participation.Design/methods/approach – The article uses conceptual-design synthesis across five source clusters: Early Childhood Social Studies, disaster risk reduction education, local and Indigenous knowledge, play-based developmental learning, and authentic assessment with sustainability education. The sources were analysed to clarify theoretical hierarchy, identify novelty and resistance, and construct a developmental pathway.Findings – LADMiC-ECE is organised through five principles: place before hazard, culture before procedure, play before instruction, values before compliance, and observation before testing. Local wisdom is treated as cultural mediation of risk, not decoration or a substitute for scientific safety standards. The developmental pathway is recursive and context-sensitive, moderated by age, disability, trauma exposure, teacher capacity, family support, school resources, and hazard type.Research implications/limitations – The framework offers a conceptual basis for curriculum development, expert validation, teacher-community co-design, and child-centred assessment research. Its limitation is that it remains untested; it does not report classroom implementation, expert review, child observation, assessment reliability, or evidence of effectiveness across different hazards and communities.Practical implications – Teachers can adapt local stories, songs, maps, role play, guided walks, environmental routines, and observation records to connect safety with children’s familiar places and community life. Implementation must avoid frightening simulations, cultural romanticism, exclusionary practices, and transferring adult disaster responsibility to children.Originality/value – This article positions disaster mitigation within Early Childhood Social Studies rather than adult-oriented preparedness. Its novelty lies in integrating place, culture, play, and values into a developmentally appropriate curriculum that promotes socio-ecological awareness and mitigation behaviour.Paper type Conceptual paper

Lived Faith and Moral-Spiritual Development in Muslim Early Childhood: A PRISMA-Based Systematic Review and a Proposed Multi-Level Assessment Framework Fauziah, Yanuar Rizki; Murfi, Ali; Syafii, Ahmad; Prasetyo, Gatot
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-12

Purpose – This review maps evidence for assessing lived faith and moral-spiritual development among children aged 0-8 years, particularly in culturally grounded Muslim settings, and proposes a multi-level framework for future instrument development.Design/methods/approach – A systematic review was reported using PRISMA 2020 and followed by integrative conceptual synthesis. Scopus, Web of Science, PsycINFO, and ERIC were searched, supplemented by backward reference searching. Of 680 records, 51 studies published in 2020-2025 were included and classified by their primary evidential role; supplementary theoretical and methodological sources were excluded from the review denominator.Findings – Two studies provided direct instrument-development evidence: a parent-rated faith scale for preschool children and a spiritual-values scale for primary-school children. Other studies addressed indicator conceptualization and cultural transfer (n = 10), lived faith ecology and religious socialization (n = 11), moral-prosocial development and self-regulation (n = 8), and pedagogy, programs, and policy (n = 20). The evidence is stronger for defining construct boundaries, candidate domains, and adaptation procedures than for recommending a ready-to-use instrument. Prosociality and self-regulation are proximal outcomes, not direct evidence of lived faith unless linked to faith-related meaning and socialization.Research implications/limitations – The framework is a conceptual and methodological agenda, not a validated instrument. Generalization is limited by scarce direct measurement evidence, few explicitly Muslim early-childhood studies, heterogeneous constructs and populations, incomplete retained search records, and the absence of cross-group invariance and reportable inter-rater agreement.Practical implications – The framework supports construct co-design, cognitive interviewing, age-sensitive reports, structured observation, simple vignettes, and staged psychometric validation while separating child behavior, faith-related meaning, and religious socialization ecology.Originality/value – The article links Islamic and local construct grounding with developmental operationalization and iterative cultural-psychometric validation, providing a transparent design logic for culturally responsive assessment rather than a universal scale.Paper type Literature review

Toward Digital Pedagogical Buffering: Grade 1 Teachers’ Perceptions of Language-Learning Applications in South Africa Manditereza, Blandina
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.121-11

Purpose – This study describes Grade 1 teachers’ self-reported perceptions of digital applications in early language learning and examines whether the descriptive response pattern can inform Digital Pedagogical Buffering as a provisional interpretive concept.Design/methods/approach – A quantitative cross-sectional survey was completed by 43 Grade 1 language teachers from participating English-medium Quintile 4 and 5 public schools in the Free State, South Africa. The 12-item, five-point Likert questionnaire was reviewed by two specialists, piloted for clarity, and produced an overall Cronbach’s alpha of 0.82. This article reports means and standard deviations for six items directly aligned with its focus.Findings – Participants generally reported using digital applications in Grade 1 language instruction (M = 3.93, SD = 0.90). They also expressed positive perceptions of the contribution of digital applications to vocabulary development (M = 4.02, SD = 0.90), general language learning (M = 3.91, SD = 0.95), pronunciation (M = 3.89, SD = 0.89), and comprehension (M = 3.79, SD = 0.86). However, responses to the statement that digital tools may disturb natural language learning produced a lower mean and the greatest variability (M = 3.39, SD = 1.04), indicating less uniformity in teachers’ views of the pedagogical boundaries of digital technology. These differences are descriptive and were not tested inferentially.Research implications/limitations – The purposive and geographically bounded sample, reliance on self-reported perceptions, reporting of six selected questionnaire items, absence of response-distribution analysis, and lack of direct measures of technology acceptance, technological pedagogical content knowledge, classroom practices, or learner outcomes constrain the conclusions. The findings therefore illuminate perceived pedagogical value and tension rather than actual technology use, deliberate restriction, buffering behaviour, or instructional effectiveness.Practical implications – Teacher education and professional development should move beyond promoting increased technology use and instead strengthen teachers’ capacity to evaluate when, why, and how digital applications support language objectives, classroom interaction, oral communication, and multilingual meaning-making. This principle is relevant to education systems in the Global South and worldwide where digital expansion must be balanced with context-sensitive, relational, and language-responsive pedagogy.Originality/value – Digital Pedagogical Buffering is retained as a provisional interpretive lens, not a validated behavioural construct. It directs attention to the possibility that favourable technology perceptions may coexist with caution about the pedagogical reach of digital applications in socially mediated language learning.Paper type Research paper

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