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Asian Journal Collaboration of Social Environment and Education
Published by Institute for Advanced Science, Social, and Sustainable Future
ISSN : -     EISSN : 30252466     DOI : https://doi.org/10.61511/ajcsee.v1i1.2023
Core Subject : Education, Social,
Education Environmental Science
Asian Journal Collaboration of Social Environment and Education (AJCSEE) is a journal that publishes scientific articles in the field of education and social environment. The journal discusses educational policies, educational issues, social environmental policies, and social environmental issues that refer to research findings and literature reviews. This journal also reviews the development of educational and social environmental policies outside Asia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol. 3 No. 2: (January) 2026" : 4 Documents clear
Spatial patterns and accessibility of public primary school: Implications for urban education Sani, Sani Inuwa; Wibowo, Adi; Umar, Karimatu; Abdullahi, Aisha; Hassan, Aliyu Sulaiman Dan; Surajo, Salamatu
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2266

Abstract

Background: Universal primary education is key to sustainable development, yet there are significant spatial disparities in the rapidly urbanizing areas of northern Nigeria. This study investigates the availability and accessibility of public primary schools in Tarauni Local Government Area, Kano State, where population expansion has surpassed planning for educational facilities. Literature highlights Geographic Information System (GIS) as instrumental in revealing gaps in services, yet ward-level analysis is limited despite its importance for localized policy intervention. Methods: Using a mixed-methods approach, the study integrates primary GPS data of all public primary schools with secondary data like satellite imagery, administrative boundaries, and gender-disaggregated enrollment data from local education offices. Spatial analytical techniques applied include Nearest Neighbor Ratio (NNR) calculations for distribution patterns, choropleth mapping for ward-level visualization, and demographic analysis of enrollment disparities. Findings: The study unveils stark spatial inequalities in the distribution of Tarauni's 19 public primary schools across ten wards. Two wards, Tarauni and Gyadi-Gyadi Arewa, are absolute "educational deserts" lacking any schools despite high population density. Statistical analysis confirms significant clustering (NNR=1.39, z-score=3.25, p=0.001), indicating non-random distribution in favor of central wards. In addition, gender disparities show boys constituting 52% of the enrollments compared to 48% for girls, reflecting socio-cultural barriers. Conclusion: Findings indicate urgent need for targeted infrastructure investment in disadvantaged wards and gender-sensitive policy to improve enrollment equity. GIS is demonstrated to be highly effective for planning precise locations of new schools and optimizing resource distribution. While limited by unavailability of travel route data, the study presents a replicable model for education planning in similar contexts. Novelty/Originality of this article: This research performs the inaugural spatial-statistical integration of primary schools at the ward scale in Tarauni, introducing the "educational desert" concept to local education planning and combining spatial pattern analysis and gender-disaggregated enrollment analysis to make comprehensive policy suggestions for educational equity in urban Nigeria.
U-NeedKC: Development of a knowledge center in the building engineering education environment to support infrastructure transformation in the industry 5.0 era Libastari, Helen; Ziqri, Alfandi
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2460

Abstract

Background: The rapid development of digital technology and the emergence of the Industry 5.0 era require higher education institutions to transform into systems that are adaptive, collaborative, and technology-driven. However, the academic culture of digital writing and knowledge sharing among students of the Building Engineering Education program remains low. One of the primary causes is the absence of a well-integrated and interactive digital platform that facilitates the exchange of information and academic resources. To address this gap, this study develops an initial design of U-NeedKC, a web-based Knowledge Center intended to support collaboration, training, and flexible academic information access. Methods: This research adopts the Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), with a current focus on the design phase. Data were collected through observations, interviews, and literature reviews involving students and lecturers to identify user needs. Findings: The findings indicate that users face significant challenges related to limited digital literacy, suboptimal use of existing LMS features, technical constraints, and the absence of an integrated knowledge-sharing culture that supports collaboration and academic literacy. Based on these needs, the study produced the conceptual design of U-NeedKC, a web-based Knowledge Center integrating course modules, digital archives, workshops, discussion forums, and a point system, developed using user-centered and knowledge management principles. This design is expected to enhance learning engagement, information accessibility, collaborative practices, and digital competencies, although its effectiveness has not yet been empirically tested. Conclusion: This study concludes that the initial design of U-NeedKC represents a strategic educational innovation to strengthen digital writing culture and knowledge-sharing practices in higher education. By integrating collaborative features such as learning resources, discussion forums, training modules, and incentive-based engagement, the platform has the potential to foster a sustainable academic ecosystem that supports adaptive learning, social interaction, and institutional transformation in response to the demands of Industry 5.0. Novelty/Originality of this article: This study introduces a web-based Knowledge Center that integrates digital technology with collaborative learning practices to strengthen knowledge sharing and support sustainable educational transformation in higher education.
Enhancing conceptual understanding in elementary mathematics through technology integration and socially responsive teaching Hida, Siti Rodiyah; Kalani, Thahira Wahyuni W.K.E.; Ibrahim, Yuniar Marhamah S.; Babay, Melan Septiani; Pakaya, Angsi; Manorek, Ivana; Yusuf, Chairil Anaz; Arifin, Irvin Novita; Isnanto, Isnanto
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2538

Abstract

Background: Elementary education is shaped by social contexts and learning environments that influence students’ academic development. Mathematics learning, particularly basic number operations, remains challenging due to abstract content and limited contextual instruction. Technology-based learning media offer an innovative approach to improving engagement, equity, and learning outcomes within diverse educational settings. Methods: This study adopted a qualitative case study approach to examine the integration of science and technology in elementary mathematics learning, particularly in teaching basic number operations. Data were collected through classroom observations and semi-structured interviews with the homeroom teacher to explore instructional strategies, learning dynamics, and the use of technology-based learning media. Findings: The findings indicate that students experienced significant difficulties in understanding basic number operations due to abstract content and limited interactive learning experiences. The integration of technology-based learning media, particularly interactive and visual digital tools, increased student engagement, motivation, and conceptual understanding of mathematics. Effective technology use, supported by appropriate infrastructure and teacher creativity, transformed mathematics learning into a more active, meaningful, and student-centered process. Conclusion: Based on these things, it can be concluded that teachers need to improve their competence in providing good pedagogy to students in the classroom. With the advancement of digitalization, it can be a solution and improve the learning process of students in mathematics subjects in elementary schools. Novelty/Originality of this article: This study offers original insight by situating technology-integrated mathematics learning within the social and educational environment of elementary classrooms, highlighting how teacher-driven digital pedagogy can address learning inequities and foster more inclusive, student-centered outcomes in line with interdisciplinary social–education perspectives.
Enhancing students’ language skills through direct instruction: Pedagogical adaptation to social and institutional contexts Rahmania, Fatmaya Anisa
Asian Journal Collaboration of Social Environmental and Education Vol. 3 No. 2: (January) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v3i2.2026.2639

Abstract

Background: Arabic is a local content subject that poses considerable challenges for students, due to their diverse educational backgrounds. Therefore, the selection of an appropriate learning model is a crucial factor in achieving instructional objectives. One model applied is the Direct Instruction learning model, which emphasizes the direct and systematic delivery of learning materials. This study aims to analyze the optimization of Arabic language learning through the Direct Instruction model in Arabic language instruction. Methods: This study employed a descriptive qualitative field research design grounded in a post-positivist paradigm. Data were collected through non-participant observation, in-depth interviews, and document analysis to capture the learning process and instructional practices. Data analysis followed an interactive model consisting of data collection, data reduction, data display, and conclusion drawing to ensure systematic interpretation and credibility of the findings. Findings: The findings indicate that the implementation of the Direct Instruction model in Arabic language learning begins with preparatory activities, including the development of Lesson Plans/Rencana Pelaksanaan Pembelajaran (RPP), attendance recording, and the organization of learning materials. During the core stage, the teacher delivers the material directly, while the final stage involves evaluation through written tests, oral tests, and practical exercises. Conclusion: Overall, the study concludes that the Direct Instruction model is effective in improving students’ understanding and Arabic language skills by providing a structured, systematic, and adaptive learning process. Its implementation not only creates a more conducive and inclusive learning environment but also demonstrates relevance as a pedagogical response to diverse student backgrounds and limited instructional contexts, emphasizing the importance of aligning teaching strategies with institutional and social conditions to optimize learning outcomes. Novelty/Originality of this article: The study reveals that the use of the Direct Instruction model enhances students’ enthusiasm and comprehension in Arabic language learning, contributing to the optimization of direct instruction–based learning methods at the junior high school level.

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