Garuda - Garba Rujukan Digital

Spatial patterns and accessibility of public primary school: Implications for urban education Sani Inuwa Sani; Adi Wibowo; Karimatu Umar; Aisha Abdullahi; Aliyu Sulaiman Dan Hassan; Salamatu Surajo
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

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 Helen Libastari; Alfandi Ziqri
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

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. 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 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 Siti Rodiyah Hida; Thahira Wahyuni W.K.E. Kalani; Yuniar Marhamah S. Ibrahim; Melan Septiani Babay; Angsi Pakaya; Ivana Manorek; Chairil Anaz Yusuf; Irvin Novita Arifin; 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

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 Fatmaya Anisa Rahmania
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

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.

Social media as an informal educational tool for raising awareness of sexual harassment in urban communities Emmanuel Olugbenga Sijuade
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.v3i2.2026.1890

Background: The study examined the Perception of Social Media on Awareness of Sexual Harassment in Nigeria. The rationale behind the study were various type of social media used by residents of Festac Town, Lagos, identify to what extent respondents who use social media understand what sexual harassment means, determine how social media have helped in creating awareness on sexual harassment amongst residence of Festac town, Lagos and to determine the moral standards that social media platforms must adhere to when raising awareness of sexual harassment. The theories employed for the study are Perception theory and Developmental Media theory. Methods: The methodology for the study was survey and the research instrument used was the self-administered questionnaire to collect relevant information from the population, however a total of three hundred and seventy copies of the questionnaire were administered and sample random sampling was used to select the respondents. The data gathered were analyzed using Statistical Package for Social Sciences (SPSS) in form of tables, percentages and frequency count. Findings: The findings of the study disclosed that most respondents agreed that social media have helped in creating awareness among residents of Festac Town, Lagos and social media helps in letting messages out to the larger community which will hopefully inspire change, social media helps in calling the attention of government agencies to cases of sexual harassment. Conclusion: The study concluded that a large number of respondents think that social media have a positive impact on the Awareness of Sexual Harassment in Nigeria, the study also revealed that the Twitter and Instagram are the major social media platform that helps in raising awareness for sexual harassment. Novelty/Originality of this article: The study recommends that information on social media should be regulated by some regulatory bodies and caution is needed before such information is broadcasted to the people in order not to stiff up hatred and stereotype judgment on some people or societies.

The role of English education in environmental awareness: A secondary data review within Indonesian and comparative global contexts Muhammad Wildan Al Faqih
Asian Journal Collaboration of Social Environmental and Education Vol. 4 No. 1: (July) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v4i1.2026.3167

Background: Environmental degradation in Indonesia home to globally significant ecosystems yet facing persistent challenges of deforestation, pollution, and climate-related disasters demands systemic educational responses that extend beyond science-based curricula. Despite the potential of English language teaching (ELT) to serve as a vehicle for environmental awareness, this role remains underexplored and underutilized in Indonesian educational contexts. Methods: This study conducted a secondary data review of 63 open-access journal articles, curriculum documents, government reports, and academic publications from 2021 to 2024, sourced from databases including DOAJ, Google Scholar, ERIC, ResearchGate, and SINTA-accredited Indonesian journals. Inclusion criteria required publications to demonstrate explicit relevance to ELT, environmental awareness, Indonesian educational settings, and peer-reviewed academic quality; exclusion criteria eliminated pre-2021 publications, restricted-access materials, and non-educational sources. Data were analyzed through thematic content analysis following a four-stage process of familiarization, coding, theme development, and interpretive synthesis. Findings: The review identified four primary mechanisms through which English education supports environmental awareness: curriculum integration of environmental themes, exposure to authentic ecological resources, development of communicative and critical eco-literacy skills, and formation of global environmental identity. Findings further revealed that national-level policy gaps, limited teacher preparedness in eco-pedagogy, resource inequalities, and exam-driven instructional cultures constrain consistent implementation. Conclusion: Comparative evidence from Finland, Japan, and Malaysia demonstrates that countries with national mandates for sustainability-oriented ELT achieve measurably stronger environmental literacy outcomes. Novelty/Originality of this article: This study contributes to the growing body of eco-linguistic scholarship by providing the first systematic synthesis of Indonesian ELT literature specifically examining environmental awareness between 2021 and 2024, offering an evidence base for curriculum reform, teacher education, and policy development aligned with Education for Sustainable Development (ESD) goals.

Inclusive pre-laboratory learning in engineering laboratories: A systematic literature review on accessibility for students with disabilities Kadek Adi Mahendra
Asian Journal Collaboration of Social Environmental and Education Vol. 4 No. 1: (July) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v4i1.2026.3286

Background: Laboratory-based engineering education continues to face persistent challenges in ensuring accessible and inclusive learning environments for students with disabilities, particularly during the pre-laboratory phase, which is often characterized by technical complexity and safety risks. Inadequate pre-laboratory preparation may lead to learning barriers, reduced participation, and increased procedural errors. This study aims to systematically examine inclusive pre-laboratory learning strategies in engineering laboratories and analyze their implications for accessibility, laboratory safety, and overall learning quality. Methods: This study employed a systematic literature review grounded in inclusive education theory and Universal Design for Learning. Peer-reviewed scholarly articles related to engineering laboratories, pre-laboratory instruction, accessibility, and disability were systematically identified and thematically analyzed to explore dominant instructional approaches, design strategies, and reported educational outcomes. Findings: The review reveals that inclusive pre-laboratory learning, implemented through multimodal instructional materials, adaptive safety guidance, and virtual or simulated laboratory environments, consistently enhances students’ cognitive and procedural preparedness. These strategies reduce procedural errors, improve compliance with safety standards, and strengthen confidence and perceived safety among students with disabilities. The findings further demonstrate that such approaches benefit not only students with disabilities but also the broader student population, supporting the principles of Universal Design for Learning that emphasize flexibility, multiple means of representation, and learner engagement. Conclusion: Inclusive pre-laboratory learning is identified as an effective, scalable, and sustainable pedagogical strategy for developing equitable engineering laboratory environments without requiring extensive physical infrastructure modifications. Novelty/Originality of this article: This article contributes to the field by providing a systematic synthesis that integrates accessibility, laboratory safety, and pre-laboratory learning into a unified and practical conceptual framework, thereby advancing the state of the art in inclusive engineering education.

Artificial intelligence chatbot for gold-based Islamic financial education in Indonesia Muhammad Muchson
Asian Journal Collaboration of Social Environmental and Education Vol. 4 No. 1: (July) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v4i1.2026.3347

Background: Islamic financial literacy related to gold-based products in Indonesia remains relatively low, particularly in understanding sharia-compliant gold pawn (rahn emas), investment mechanisms, and trust in digital financial services. This gap in literacy limits community financial resilience and poses a challenge to sustainable social development. While digital platforms such as Pegadaian Digital have expanded access to Islamic financial products, limited public understanding and skepticism toward digital services continue to hinder optimal utilization within the broader social context. This study aims to evaluate the effectiveness of an AI-based chatbot, designed with a specific instructional persona to enhance user engagement, as an educational tool for gold-based Islamic finance. Methods: A quantitative pretest–posttest design was employed involving 30 participants who interacted with the chatbot. Learning outcomes were measured using 12 multiple-choice questions covering four aspects: understanding of gold pawn mechanisms, sharia principles, interest in gold investment, and trust in digital financial services. Findings: The results indicate a substantial improvement in participants’ knowledge after using the chatbot. The average score increased from 52.8% in the pretest to 85.6% in the post-test. Conclusion: These findings suggest that AI chatbots are effective, scalable, and accessible tools for enhancing Islamic financial literacy, but also serve as a novel intersection between technological innovation and social empowerment. By bridging the literacy gap, this technology contributes to a more stable and resilient social-financial environment in Indonesia. Novelty/Originality of this article: The novelty of this study lies in the integration of an Agentic RAG architecture with a supportive Sharia-consultant persona, which not only ensures factual accuracy based on DSN-MUI fatwas but also addresses the socio-cognitive barriers of rural learners. The greatest improvement was observed in understanding sharia principles and digital service security, which are critical components for fostering digital trust within the community.

Digital transformation for learner equity: The role of artificial intelligence tutors in achieving sustainable development goal 4 in Sub-Saharan Africa Richmond Ampah Mensah; Sidney Odongo; Abdul Agbo Aziz; Diana Hardiyant
Asian Journal Collaboration of Social Environmental and Education Vol. 4 No. 1: (July) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v4i1.2026.3421

Background: Educational imbalance continues to constrain progress toward sustainable development goal 4 (SDG 4) in Sub-Saharan Africa (SSA). Chronic teacher shortages, overcrowded classrooms, and high data costs exclude many marginalised learners and sustain high levels of learning poverty. High quality human tutoring can generate large learning gains of around one third of a standard deviation, consistent with a pooled effect size of 0.37, but remains financially and logistically difficult to scale in SSA. Methods: This article applies a comparative synthesis framework to evidence from randomised controlled trials, large scale field pilots, case studies, and policy and monitoring reports. It compares traditional human tutoring, AI supported tutoring systems, and low bandwidth mobile first interventions to assess their implications for scalability, affordability, and learner equity, and interprets the findings through economic, technological, and inclusion lenses and a decolonial perspective. Findings: Emerging AI tutors and mobile based platforms in Ghana, Sierra Leone, and Kenya indicate that low bandwidth, mobile first designs can approximate tutoring like gains while substantially reducing marginal cost and data usage, for example through WhatsApp and SMS delivery. These tools can serve as force multipliers for overstretched teachers and expand access to curriculum aligned support for learners in rural and low income communities. At the same time, persistent constraints related to infrastructure, teacher capacity, data governance, and risks of “AI in Education colonialism” limit who can benefit and how sustainably. Conclusion: AI tutors can contribute to more equitable learning in SSA when they are embedded in teacher led routines, engineered for low bandwidth environments, and governed by robust, decolonially informed frameworks that protect data and centre local curricula, languages, and communities. Their contribution depends on parallel investments in infrastructure, teacher professional development, and culturally responsive AI design. Novelty/Originality of this article: This study proposes a decolonially informed, low-bandwidth AI tutoring framework to promote equitable and sustainable education in underserved communities.

Universal design for learning based on augmented reality to enhance spatial and cognitive engagement of neurodivergent students in an inclusive classroom environment Aulia Dea Fadzila; Hilal Darmawan
Asian Journal Collaboration of Social Environmental and Education Vol. 4 No. 1: (July) 2026
Publisher : Institute for Advanced Science, Social, and Sustainable Future

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61511/ajcsee.v4i1.2026.3652

Background: Inclusive education requires learning approaches that can accommodate the diverse cognitive, behavioral, and sensory needs of neurodivergent students, particularly learners with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). However, conventional classroom instruction often relies on verbal explanation and two-dimensional visual materials, which may limit students’ spatial understanding, sustained attention, memory retention, and active participation. Although Augmented Reality (AR) has been increasingly applied in educational settings to enhance visualization and interactivity, its integration with Universal Design for Learning (UDL) principles to support neurodivergent students in inclusive classrooms remains insufficiently explored. This study investigates the implementation of a UDL-based AR learning model to enhance spatial and cognitive engagement among students with ASD and ADHD in an inclusive classroom environment. Methods: A mixed-methods approach was employed by combining pretest–posttest assessment, classroom observation, and semi-structured teacher interviews. The participants consisted of ten neurodivergent students, including five students with ASD and five students with ADHD, and two inclusive classroom teachers. Findings: Quantitative findings showed improvements across five indicators: spatial recognition, spatial reasoning, cognitive focus, memory retention, and problem-solving accuracy. The highest improvement was found in spatial recognition, followed by problem-solving accuracy and spatial reasoning. Qualitative findings indicated that AR–UDL supported differentiated instruction, increased students’ attention, and encouraged more active interaction during learning activities. However, teachers also reported challenges related to classroom management, students’ overexcitement, and technical readiness. Conclusion: These findings suggest that AR–UDL can serve as a practical and inclusive pedagogical model for supporting neurodivergent learners, especially when implemented with appropriate teacher guidance, ethical consideration, and contextual adaptation. Novelty/Originality of this article: This study contributes empirical evidence to the development of technology-supported inclusive education and provides a foundation for future research involving larger samples, longer intervention periods, and comparative experimental designs.

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Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Rosida Marasabessy

Contact Email admin@iasssf.com

Phone -

Journal Mail Official ajcsee@journal-iasssf.com

Editorial Address Cluster Kukusan No 25 M, Jl. Rw. Pule I, Kukusan, Beji, Depok City, West Java 16425

Location Kota depok, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Rosida Marasabessy

Contact Email
admin@iasssf.com

Phone
-

Journal Mail Official
ajcsee@journal-iasssf.com

Editorial Address
Cluster Kukusan No 25 M, Jl. Rw. Pule I, Kukusan, Beji, Depok City, West Java 16425

Location
Kota depok,

Jawa barat

INDONESIA