cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Usman Jayadi
Contact Email
ujayadi@gmail.com
Phone
+6281238426727
Journal Mail Official
ujayadi@gmail.com
Editorial Address
Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
International Journal of Education and Digital Learning (IJEDL)
Published by CV. LAFADZ JAYA
ISSN : -     EISSN : 2962052X     DOI : https://doi.org/10.47353/ijedl
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
International Journal of Education and Digital Learning (IJEDL) | ISSN (e): 2962-052X is an international peer-reviewed Open Access journal that publishes original and relevant articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning. The journal provides the readers with free and permanent access to all content worldwide; and the authors with article promotion, long-time preservation, language assistance, no space constraints and immediate publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 4 no. 1 (2025)" : 5 Documents clear
Information Overload in Digital Learning Environments and Academic Achievement among Libyan University Students: A Structural Equation Modeling Approach Abubaker Kashada; Khalid J Bisher; Abubaker Sasi; Riyadh M. Suwayd
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 1 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i1.356

Abstract

This study examines the complex role of information overload in shaping academic achievement within digital learning environments, with a specific focus on Libyan higher education. Drawing on data from 205 undergraduate students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study investigates both the direct and indirect effects of information overload through cognitive load and self-regulated learning (SRL). The findings reveal a dual and nuanced effect. Information overload exerts a significant negative direct impact on academic achievement by increasing cognitive load and disrupting attentional processes. At the same time, it demonstrates a positive indirect effect by stimulating self-regulated learning, which partially offsets its adverse cognitive consequences. Cognitive load emerges as a key mediator that amplifies the negative pathway, while self-regulated learning functions as an adaptive mechanism that enhances academic performance. These results contribute to the literature by integrating Cognitive Load Theory and self-regulated learning within a unified empirical framework, highlighting the conditional nature of information overload in educational settings. Rather than being purely detrimental, information overload operates as a double-edged phenomenon, with its impact depending on students’ capacity to regulate their learning processes. Practically, the study underscores the need for higher education institutions—particularly in resource-constrained contexts—to move beyond information provision toward developing students’ digital literacy and self-regulation skills. Such interventions are essential for mitigating cognitive overload and fostering sustainable academic achievement in increasingly complex digital environments.
Reconceptualizing Digital Pedagogy: Integrating Artificial Intelligence and Learning Analytics for Adaptive Education Systems Daniel Thompson; Maria Fernandes
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 1 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i1.373

Abstract

This study reconceptualizes digital pedagogy by integrating artificial intelligence (AI) and learning analytics as core drivers of adaptive education systems. While existing research has largely positioned digital technologies as supplementary instructional tools, this study argues that AI and data-driven systems fundamentally reshape pedagogical structures, learner engagement, and educational outcomes. Using a systematic literature review approach, this study synthesizes recent developments in artificial intelligence in education and learning analytics to identify key patterns and conceptual relationships. The findings reveal that effective digital pedagogy is characterized by the integration of AI-driven personalization, learning analytics, pedagogical alignment, and continuous feedback mechanisms. Based on these findings, this study proposes an Adaptive Digital Pedagogy Framework that conceptualizes digital learning as a dynamic and multidimensional system. This framework highlights the importance of aligning technological capabilities with instructional design to support adaptive and data-informed learning environments. This study contributes to the literature by offering a unified theoretical framework that bridges previously fragmented domains of AI in education and learning analytics. It also provides practical implications for educators and policymakers in designing scalable, adaptive, and inclusive education systems in the digital era.
Postcolonial Digital Learning in Ghanaian Art Education: Between Technology, Memory, and Cultural Survival Daitey William
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 1 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i1.349

Abstract

This study examines the intersection of digital learning, postcolonial identity, and cultural survival within Ghanaian art education in the contemporary technological era. The rapid expansion of digital technologies and artificial intelligence has significantly transformed educational systems worldwide, including in Ghana. However, the integration of digital learning into African educational contexts raises important concerns regarding epistemic coloniality, indigenous knowledge marginalization, and the preservation of cultural memory. This article aims to critically analyze how digital learning simultaneously functions as a mechanism of educational modernization and a site of cultural negotiation within postcolonial societies. The study employs a qualitative conceptual approach grounded in postcolonial theory, decolonial epistemology, cultural memory studies, and indigenous knowledge frameworks. Rather than relying on quantitative data, the research utilizes critical interpretive analysis of scholarly literature related to digital pedagogy, African art education, artificial intelligence, and cultural preservation. The analysis focuses on the relationship between technology, memory, representation, and indigenous artistic traditions within Ghanaian educational transformation. The findings indicate that contemporary digital learning systems often reproduce Western epistemological dominance through standardized technological infrastructures, algorithmic representation, and culturally selective educational content. Indigenous Ghanaian artistic traditions—including oral storytelling, Adinkra symbolism, ritual performance, and communal artistic learning—frequently remain underrepresented within digital educational environments. Nevertheless, the study also reveals that digital technologies possess significant potential for preserving cultural heritage, expanding indigenous visibility, and developing innovative pedagogical practices when implemented through culturally responsive and decolonial frameworks. The article concludes that the future of Ghanaian art education depends on reconstructing digital learning models grounded in epistemic plurality, indigenous aesthetics, and cultural sovereignty. Digital learning should not merely serve technological modernization but also function as a medium for sustaining collective memory, artistic identity, and postcolonial cultural resilience. This study contributes to contemporary discussions concerning decolonial education, digital pedagogy, and the ethical implications of artificial intelligence within indigenous educational contexts.
Reading the Visual: The Representation of Literature in the Ghanaian Educational Context Evelyn Addai Acheampong Addai Acheampong; William Daitey; Kwame Baah Owusu Panin
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 1 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i1.391

Abstract

Literature is a paradox in the field of art education in Ghana because of its perceived importance to critical and creative development, yet it is underutilized in an art curriculum that is studio-centric. This paper investigates how literature is represented in the Ghanaian art education context, the influence of literary theory on art production and the increasing availability of digital and new media texts in the art education system, and how this negatively affects the possibility of art learners accessing reading materials. This paper draws from a narrative synthesis of literature on creative arts pedagogy in Ghana, curriculum policy, library and digital infrastructure, and post-colonial art history. The study suggests that while there may be a continuum between textual and visual literacy, the former is not an aside to the latter but an integral component of it. The results suggest that the interplay between cost, inadequate library provision, uneven digital infrastructure and an inherited Eurocentric canon collectively limit students' access to the literature that would place their creative practice within a wider cultural and historical context. The paper concludes that textbook designers, teacher educators, and policy makers in Ghana should no longer regard texts as an ancillary issue in art learning, but as an integral part of the field's infrastructure rather than a supplementary concern and recommends directions for future research in the long-term relationship between literary engagement and creative identity.
The Role of Learning Bahasa Indonesia as a General Subject in Shaping Students' Character and National Identity Cecep Wahyu Hoerudin; Opan Arifudin
International Journal of Education and Digital Learning (IJEDL) Vol. 4 No. 1 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v4i1.407

Abstract

Learning Indonesian as a General Subject (MKU) in higher education not only functions as a means of developing language skills, but also as a strategic instrument in fostering character and strengthening students' national identity in the era of globalization. This study aims to analyze and describe the role of MKU Bahasa Indonesia in internalizing national character values ​​and forming national identity awareness in students. This study uses a qualitative approach with a case study method. Data collection techniques were carried out through in-depth interviews with lecturers and students, observations of the learning process in the classroom, and documentation studies of semester lesson plans (RPS) and teaching materials. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that learning MKU Bahasa Indonesia contributes significantly through: (1) strengthening pride and positive attitudes towards the Indonesian language as a symbol of national sovereignty, (2) integrating the values ​​of politeness, discipline, and critical thinking in the preparation of scientific papers, and (3) instilling national insight through the use of thematic texts containing local wisdom and Pancasila values. Learning Indonesian as a subject has been proven to be effective as a medium for character building and national identity, as long as the teaching process is not limited to the theoretical level of language but is integrated holistically with the habituation of attitudes and cultural appreciation.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2026) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 6 (2025) Vol. 3 No. 6 (2025): International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 4 (2025): International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 4 (2025) Vol. 3 No. 3 (2025): International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 3 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 2 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 1 (2024) Vol. 3 No. 1 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 6 (2024) Vol. 2 No. 6 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 5 (2024) Vol. 2 No. 5 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 4 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 4 (2024) Vol. 2 No. 3 (2024): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 3 (2024) Vol. 2 No. 2 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 2 No. 1 (2023) Vol. 1 No. 6 (2023) Vol. 1 No. 6 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) Vol. 1 No. 4 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 4 (2023) Vol. 1 No. 3 (2023): International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 3 (2023) Vol. 1 No. 2 (2022): International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) Vol. 1 No. 1 (2022): International Journal of Education and Digital Learning (IJEDL) More Issue