COMPETITIVE: Journal of Education
COMPETITIVE: Journal of Education is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, educators, researchers, administrators at academic institutions, and practitioners in the field education in both theory and practice. In particular, papers which consider the following general topics are invited: Educational research, learning theory in practice, innovative methodologies in learning, teaching and assessment, e-learning, digital classrooms, blended learning, social networks and education, classroom management issues, educational case studies, teaching preparation and performance, learning processes and learning environments, teaching pedagogy, innovative teaching techniques, management learning and education in schools and universities, teacher professional development, Educational leadership, curriculum development, education quality, Computers in educational administration, marketing in education, E-Learning management, organizations as learning communities, Human Resource Management, and Innovation in educational management.
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<![CDATA[Cultural Dimensions and Educational Technology Adoption in Higher Education: A Mixed-Methods Approach in Developing Countries ]]>
<![CDATA[Mabina, Alton]]>;
<![CDATA[Neo Rafifing]]>;
<![CDATA[Boago Seropola]]>;
<![CDATA[Kalu Ubi Kalu]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.160
<![CDATA[This study examines how cultural dimensions influence the acceptance and usage of educational technology in higher education, particularly in developing countries. The research employs a mixed-methods approach, combining quantitative surveys with 250 university students and qualitative interviews with 25 educators and students to explore the role of cultural factors such as power distance, collectivism, uncertainty avoidance, and digital readiness in technology adoption. The findings reveal that collectivist cultures demonstrate higher engagement with collaborative tools, while high power-distance cultures show reliance on authority figures for technology adoption. Additionally, digital literacy gaps and resistance to change hinder widespread implementation. These insights contribute to the theoretical refinement of technology acceptance models by integrating cultural variables and offer practical recommendations for policymakers and educators to design culturally responsive digital literacy programs. The study highlights the need for policies promoting inclusive and equitable access to educational technologies in diverse cultural settings. By addressing cultural barriers, this research advances the discourse on digital education and provides strategies to improve technology integration in higher education.]]>
<![CDATA[Enhancing English Spelling Errors in Writing Composition Among ESL Learners ]]>
<![CDATA[S.M. Hakeema Beevi]]>;
<![CDATA[M.J.F Sujani]]>;
<![CDATA[MB Nowzath]]>;
<![CDATA[MR. Rishad Muhammed]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.165
<![CDATA[This study investigated the major English spelling errors committed by second language learners of KM/STR-Sennal Zahira Maha Vidyalaya. The school students face problems and get under-sired marks in exam in pre and post-test. The study identifies substitution, omission, Transposition and insertion errors committed by L2 learners and the effective strategies to overcome such research through the intervention process. For conducting this research, the mixed method was adopted and the data was collected from 27 students of class ‘A’ of grade Eleven of KM/STR-Sennal Zahira Maha Vidyalaya. Students were requested to write the exam that SQ, and essay writing of 50 words on selected topic and also dictation test was conducted later spelling errors were detected and differentiated into the types of spelling errors. Moreover, three English language teachers were interviewed to know the factors and effective strategies to overcome spelling errors. The quantitative data was analyzed by marks and percentage and qualitative data was analyzed by cording method. The findings indicated that mostly second language learners at KM/STR-Sennal Zahira Maha Vidyalaya (G.C.E O/level students) committed with sound based spelling errors related with substitution (consonant to consonant and consonant to vowel) and omission. However, through teaching process in post-test students enhanced their knowledge of spelling of words by 27%. Finally, students and teachers need mechanism and awareness about spelling errors that can greatly impact their quality writing without spelling mistakes or errors.]]>
<![CDATA[Exploring Students' Perceptions of Writing and Reading in the Digital Age ]]>
<![CDATA[Femi Elegbeleye]]>;
<![CDATA[Chuma Mbaleki]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.171
<![CDATA[Digital transformation has significantly altered the ways students in higher education engage with reading and writing, shifting from traditional practices to the widespread use of digital tools. This study investigates first-year university students’ attitudes toward literacy in the digital age, with a particular focus on the influence of technology on their reading and writing behaviors. Drawing on quantitative data from the Beginning University Survey of Student Engagement (BUSSE), the research explores how students adapt to academic demands and how digital platforms such as Learning Management Systems (LMS) and AI-based applications affect their literacy practices. The findings reveal that students increasingly prefer digital resources, including e-books, online databases, and AI-assisted writing tools, which they perceive as enhancing efficiency, accessibility, and engagement. However, the study also identifies challenges such as increased digital distractions, reduced critical reading depth, and concerns about the reliability and originality of AI-generated content. The paper concludes that while digital tools can enrich literacy experiences, there is a critical need for universities to foster a balanced approach that combines digital and traditional literacy instruction. Such integration will help students develop comprehensive reading and writing competencies suited to the evolving academic landscape.]]>
<![CDATA[Students’ Virtual Classroom Experiences in the Post COVID-19 Era in Nigerian Universities ]]>
<![CDATA[Ajadi, Olugbenga]]>;
<![CDATA[Adebakin, Azees]]>;
<![CDATA[Akinniranye, Oluwarotimi]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.174
<![CDATA[The global economy, health, and education—especially university education—have all been severely impacted by the COVID-19 pandemic. It exposed the seeming disparity and current injustices in the global north and south's access to quality education. Therefore, this study examined the desire of students to attend classes virtually in the post-COVID-19 era; identified perceived difficulties faced by students in online learning environments; and established favoured method of education delivery by students in the post-COVID-19 period. These were with a view to explore university students’ experiences during the COVID-19 outbreak. Using the quantitative survey approach, the study population covered 35,000 undergraduate and graduate students while a sample size of randomly selected 375 students was determined using the research advisor. A 25-item electronic google survey titled ‘Post COVID-19 University Education’ (PCUE) was designed and circulated via various students’ platforms on social media (WhatsApp and Telegram) to elicit responses. The research questions were analysed and presented descriptively. It was found that students at universities favour blended learning methods have difficulties that prevent them from participating in virtual classes, and do not frequently visit virtual classrooms. Consequently, it was recommended that university instructors be further encouraged to use the hybrid mode of instructional delivery.]]>
<![CDATA[Decoding Gen-Z: The Impact of Social Networks on Their Decision-Making Mechanisms ]]>
<![CDATA[Monageng, Thapelo]]>;
<![CDATA[Mabina, Alton]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.175
<![CDATA[This research explores the influence of social media on the decision-making mechanisms of Generation Z, particularly in the context of political engagement and voting behavior. With social media platforms becoming increasingly central to how Gen-Z interacts with information, this study investigates the frequency and patterns of social media use among university students in Botswana, focusing on platforms like Facebook, Twitter, and TikTok. A mixed-methods approach, incorporating both surveys and interviews, was employed to gather data from 345 participants at the University of Botswana. Findings reveal that a significant proportion of Gen-Z students encounter political content regularly on social media, with Facebook being the most frequently used platform for political engagement. The study highlights the role of social media in shaping political opinions, with many respondents indicating that their voting decisions were influenced by online interactions and content. However, concerns about misinformation and the reliability of sources were prevalent. The results provide insights into how social media platforms are increasingly integrated into Gen-Z’s decision-making processes, offering valuable implications for educators, marketers, and policymakers in Botswana. This research contributes to understanding the broader impact of social media on youth engagement in the political sphere and lays the groundwork for further studies on digital influence in African contexts.]]>
<![CDATA[The Potential Impact of Entrepreneurial Skills on University Pre-Service Chemistry Education Teachers’ Achievement ]]>
<![CDATA[Ojobola, Folasade]]>;
<![CDATA[Esan, Oyemomi]]>;
<![CDATA[Bada, Abiodun]]>;
<![CDATA[Babalola, Femi]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.177
<![CDATA[We examined the effect of entrepreneurial skills on the academic achievements of university pre-service chemistry teachers in the field of chemical production. Quasi-experimental research design, which involved 80 pre-service chemistry teachers, was adopted for the study. Four research questions and three null hypothesis were answered and tested for acceptance or otherwise respectively. Entrepreneurship Chemistry Achievement Test (ECAT) was employed as the primary assessment tool. The test items were formulated based on the concepts within chemical production, a sub-topic under polymer chemistry. The three research questions were answered using mean and standard deviation while the hypothesis were tested using t-test. Findings revealed that pre-service teachers who participated in hands-on exercises related to chemical production exhibited superior achievement compared to those who did not engage in practical activities. Based on this finding, it was recommended that equipping chemistry education pre-service teachers with technical skills, wider and deeper knowledge of chemical analysis tools in addition to professional skills should be integrated not only into the school curriculum, and for improved academic achievement, but for wealth creation, poverty reduction and youths’ self–employment.]]>
<![CDATA[Shared Metacognition, Collaboration and the Community of Inquiry Framework in Action ]]>
<![CDATA[Sevnarayan, Kershnee]]>;
<![CDATA[Vaughan, Norman]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.183
<![CDATA[This study explored the application of the Community of Inquiry (CoI) framework in a large enrollment online course, which focuses specifically on collaborative learning and student engagement. The CoI framework, which comprises social, cognitive, and teaching presence, provides a theoretical foundation for understanding how students construct personal meaning and confirm mutual understanding. While metacognition has been an important factor in learning, its role in collaborative online learning environments is poorly understood. This mixed-methods study investigates the impact of shared metacognition on collaboration in a large-enrollment online Academic Writing course at an open distance learning university in South Africa. The study employed the Shared Metacognition survey, which was developed from the CoI framework, to collect data from 1200 students at three stages: pre-module, midpoint, and post-module. Statistical analysis and qualitative content analysis were used to examine self-regulation and co-regulation dimensions of metacognition. The findings highlight the significance of teaching presence in predicting student success and satisfaction. Shared metacognition emerged as a significant factor in developing collaborative learning environments. Students’ awareness of their thinking and learning processes improved through critical discourse and peer interaction. This research contributes to the understanding of collaborative learning in large courses and emphasises the importance of metacognitive awareness and shared regulatory functions. The study has significant implications for lecturers, practitioners, and instructional designers in large modules who seek to enhance collaborative learning experiences in online education.]]>
<![CDATA[School and Parent Partnership in Character Education ]]>
<![CDATA[Shafirly Aliva]]>;
<![CDATA[Risma Rahmawati]]>;
<![CDATA[Farhan Ramadan]]>;
<![CDATA[Raihan Fadilah]]>;
<![CDATA[Adi Rosadi]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.191
<![CDATA[This study examines the partnership between schools and parents in supporting character education at SMA Negeri 1 Cicurug. The background is the importance of developing students’ noble character, which is not only the school’s responsibility but also requires active involvement from parents. The purpose is to evaluate how collaboration between schools and parents contributes to strengthening students’ character values. This research uses a descriptive qualitative approach with a case study method, collecting data through in-depth interviews, observations, and document analysis involving teachers, parents, and school staff. Findings indicate the partnership has been well established, marked by intensive communication and joint activities supporting character building. However, challenges include differing levels of parental participation, time constraints, and lack of coordination in some activities. The conclusion emphasizes that collaboration between schools and parents plays a vital role in character education success. Continuous efforts are needed to strengthen synergy through regular communication forums, enhanced roles of school committees, and development of character education programs actively involving parents.]]>
<![CDATA[Differentiated Management of Synchronous Communication Tools According to Learning Situations: The Case of Videoconferencing and Chat ]]>
<![CDATA[Ouariach, Fatima Zahra]]>;
<![CDATA[Nejjari Amel]]>;
<![CDATA[Khaldi Mohamed]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.201
<![CDATA[This article explores the differentiated pedagogical use of synchronous communication tools specifically videoconferencing and chat in relation to various learning situations. Drawing on a techno-pedagogical framework, it examines how these tools can be effectively managed and integrated across four key phases of the learning process: situation, conceptualization, objectivation, and transfer. Each tool offers specific affordances that align differently with pedagogical intentions. Videoconferencing supports real-time verbal interaction, fosters social presence, and enables immediate co-construction of knowledge. In contrast, chat allows for more reflective engagement, written traceability of exchanges, and more balanced participation among learners. The study highlights how these tools can be complementary rather than interchangeable, depending on the learning objectives and context. Strategic guidelines are proposed to help educators make informed decisions about which tool to use at each phase of the learning process. By aligning tool functionalities with the pedagogical purposes of each learning situation, the article provides a structured approach to improving synchronous communication practices in distance education. This analysis contributes to more effective and intentional use of synchronous tools, enhancing learner engagement and the overall quality of online teaching. Ultimately, the article emphasizes the importance of matching technological affordances with instructional design for meaningful learning experiences.]]>
<![CDATA[Aligning Technical and Vocational Curricula with Labor Market Needs to Foster Economic Growth in Afghanistan: An Empirical Study ]]>
<![CDATA[Fayaz Gul Mazloum Yar]]>;
<![CDATA[Basir Ahmad Azimi]]>
<![CDATA[ COMPETITIVE: Journal of Education Vol. 4 No. 3 (2025): Transformative Education and Learning ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.58355/competitive.v4i3.217
<![CDATA[This study investigates how the design and implementation of technical and vocational education and training (TVET) curricula can be optimized to meet evolving labor market demands and thereby stimulate sustainable economic growth in Afghanistan. Employing a convergent mixed-methods approach, quantitative data were collected via a structured questionnaire administered to 312 TVET graduates and 48 industry employers across Kabul, Herat, and Kandahar. Reliability and validity of the instrument were confirmed through Cronbach’s alpha (α = 0.87) and expert panel review. Qualitative insights were obtained from 20 semi-structured interviews with curriculum developers, trainers, and policymakers, and analyzed using thematic content analysis. Quantitative results demonstrate a statistically significant gap between current curriculum competencies and employer-identified skill requirements (t(359) = 5.42, p < 0.001), particularly in digital literacy (mean difference = 1.26 on a 5-point scale) and soft skills (mean difference = 0.98). Qualitative findings reveal three primary themes: (1) outdated course content, (2) limited industry-academic collaboration, and (3) resource constraints. Based on these findings, we propose a framework for iterative curriculum updates, strengthened partnerships with private-sector stakeholders, and targeted professional development for TVET instructors. Implementing these recommendations is expected to enhance graduate employability by up to 30% and contribute an estimated USD 0.5 billion annually to Afghanistan’s GDP. This study provides evidence-based guidance for policymakers, educators, and international development agencies aiming to align TVET curricula with market realities in post-conflict economies.]]>
