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Journal Emerging Technologies in Education
Published by Yayasan Pendidikan Islam Daarut Thufulah
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject : Science, Education,
Computer Science & IT Education Other
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the JETE follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : Umum - Umum
Articles 87 Documents
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The Role of Technology in Non-Formal Education in Rural South Africa Maseko, Teboho; Mokoena, Lesedi; Mabuza , Dineo; Flores, Josefa; Villanueva, Andres
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2163

Abstract

Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas.Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners.Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Data were analyzed thematically to identify patterns and insights regarding the use of technology in non-formal learning environments.Result. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist.Conclud. The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy. Furthermore, collaboration between government, educators, and communities is essential to maximize the impact of technological interventions.
Designing Inclusive Hybrid Learning Using Eye-Tracking and Adaptive UX: A Neuroadaptive Framework Ntahonkiriye, Alida; Ndikumana, Charles; Mutoni, Denise
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2233

Abstract

Background. The growing diversity of learners in hybrid education environments necessitates adaptive systems that respond to individual cognitive and emotional states in real time. Traditional user experience (UX) models often fail to accommodate neurodivergent users or those with varying attention patterns and processing styles. Purpose. This study proposes a neuroadaptive framework that integrates eye-tracking technology and adaptive UX design to create inclusive hybrid learning experiences. Method. The research aims to examine how real-time gaze data can inform interface adjustments that support engagement, accessibility, and cognitive load management. Employing a mixed-method design, the study involved 58 university students who interacted with a prototype learning platform embedded with eye-tracking sensors and adaptive UX features. Quantitative data from gaze patterns, task completion, and performance metrics were complemented by qualitative feedback through user interviews and think-aloud protocols. Results. Results indicate that the neuroadaptive interface significantly improved task efficiency, learner focus, and subjective usability across diverse cognitive profiles. Conclusion. The study concludes that This study demonstrates that real-time biometric feedback can personalize hybrid learning experiences and improve inclusivit.
Ethical Conflicts in Secular Education: Narrative Inquiry of French Educators in Faith-Diverse Classrooms Rousseau, Camille; Girard, Théo; Vidal, Sophie
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2234

Abstract

Background. In secular education systems such as France’s, teachers are often positioned at the intersection of institutional neutrality and the growing religious diversity of their students. This tension can generate ethical conflicts as educators navigate complex classroom dynamics involving faith expression, laïcité (secularism), and cultural sensitivity. Purpose. This study explores how French educators experience and respond to ethical dilemmas in faith-diverse classroom settings within the framework of a secular public education system.Method. Using a narrative inquiry approach, data were collected from in-depth interviews with 18 secondary school teachers across urban and suburban regions of France. Thematic analysis revealed recurring tensions related to student religious expression, curricular constraints, parental expectations, and institutional ambiguity regarding secular norms. Teachers reported using various coping strategies, including silent negotiation, personal compromise, and reliance on informal peer networks. Results. The findings highlight a dissonance between policy and practice, and underscore the need for clearer ethical guidelines, teacher training, and institutional support in navigating pluralistic values. The findings contribute to scholarship on ethical pedagogy and secularism by foregrounding teacher agency and moral improvisation in pluralistic classrooms.Conclusion. This research contributes to the discourse on ethics in multicultural education by offering a grounded perspective on how secularism is lived, interpreted, and occasionally contested in everyday pedagogical practice.
Decentralized Peer Review and e-Assessment in Hybrid Learning: Blockchain as a Tool for Equitable Feedback Mechanisms Kara, Sevda; Arslan, Murat; Toprak, Zeynep
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2235

Abstract

Background. The integrity and equity of assessment in hybrid learning environments have been increasingly challenged by issues of transparency, bias, and centralized control. Traditional peer review systems often lack traceability and accountability, leading to concerns about the fairness and credibility of formative feedback. Purpose. This study explores the application of blockchain technology as a decentralized infrastructure for peer review and e-assessment in hybrid learning contexts. The research aims to evaluate how blockchain-based systems can enhance feedback transparency, reviewer accountability, and student trust in digital assessment processes. Method. Employing a design-based research methodology, a prototype blockchain-enabled peer assessment platform was developed and tested with 92 university students across two hybrid courses. Quantitative and qualitative data were collected through platform analytics, student surveys, and focus group discussions. Results. The results demonstrate that blockchain-based systems can serve not only as secure ledgers but also as ethical architectures for equitable formative assessmentConclusion. The study concludes that blockchain offers a viable mechanism for building equitable, transparent, and tamper-resistant assessment systems in hybrid learning. The research contributes to the growing field of educational technology by introducing a scalable model for decentralized e-assessment.
The Story of Struggle and Hope: Narrative Accounts of Female STEM Students in Egyptian Higher Education Youssef, Tamer; Ahmet, Dina; Sayed, Yasser
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2236

Abstract

Baground. Women in science, technology, engineering, and mathematics (STEM) fields in Egypt continue to face persistent structural and socio-cultural challenges, despite policy efforts to promote gender equity in higher education. The experiences of female STEM students remain underrepresented in scholarly discourse, particularly from an emic, narrative perspective. Purpose. This study aims to explore the lived experiences, challenges, and aspirations of female undergraduate STEM students in Egyptian universities through narrative inquiry.Method. Drawing on in-depth, semi-structured interviews with 20 participants from three major public institutions, the research documents personal accounts of gender-based obstacles, including societal expectations, institutional biases, and limited access to mentorship. Thematic narrative analysis revealed two dominant storylines: struggle against systemic barriers and hope grounded in academic identity, family support, and peer solidarity.Results. Findings reveal two dominant narrative arcs: “struggle”-characterized by marginalization, institutional neglect, and gender bias-and “hope”-rooted in academic identity, peer solidarity, and personal resilience. Participants employed strategies such as informal mentorship, emotional self-regulation, and counter-stereotypical performance to navigate male-dominated academic spaces.Conclusion. The study concludes that while structural inequalities persist, female students actively construct pathways of persistence, agency, and transformation within STEM fields. These findings provide valuable insights for educators, policymakers, and institutional leaders aiming to foster inclusive and supportive environments in STEM education.
Snow, Silence, and Story: Narrative Metacognition in Sami Student Learning in Arctic Norway Nilsen, Maria; Haug, Thomas; Lersen, Emma
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2238

Abstract

Background. In Arctic Norway, the education of Indigenous Sami students involves navigating linguistic, cultural, and ecological dimensions that differ markedly from mainstream schooling norms. Traditional pedagogies often overlook how local knowledge systems and environmental contexts shape learning processes.Purpose. This study investigates how narrative metacognition—learners’ awareness and regulation of their thought processes through storytelling—emerges among Sami students in Arctic educational settings. The research aims to explore how narrative practices, silence, and spatial awareness function as cognitive tools within Sami learners’ reflective processes. Method. A qualitative research design was employed, using narrative inquiry and ethnographic observation in two Sami-majority schools. Data were collected through student storytelling sessions, classroom reflections, and teacher interviews. Results. The findings reveal that Sami students frequently engage in self-reflective meaning-making through oral narratives and strategic use of silence, often linked to landscape, seasonal rhythms, and intergenerational knowledge. These metacognitive expressions reflect a culturally embedded logic of learning that resists conventional Eurocentric measures of participation and articulation. Conclusion. The study concludes that recognizing and supporting narrative metacognition can enhance culturally responsive pedagogy in Indigenous education contexts. These insights contribute to both Indigenous education research and broader efforts to decolonize learning environments.
Integrating Social-Emotional Learning into Hybrid Platforms: A Model for Student Digital Wellbeing and Engagement Nuriyeva, Ayna; Mammedov, Orazguly; Zeynalov, Serdar
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2248

Abstract

Background. The increasing demand for higher education to produce not only academically competent graduates but also socially responsible citizens has elevated the importance of integrating service learning into university curricula. Service learning combines academic instruction with community service, offering students opportunities to apply theoretical knowledge in real-world contexts while fostering civic engagement and personal development. Purpose. This study aims to explore how service learning experiences influence students’ civic responsibility, critical thinking, and practical skill acquisition. Method. Employing a mixed-method approach, data were collected from 142 university students through surveys, reflective journals, and focus group discussions over the course of a semester-long service learning project. Results. The findings demonstrate that students involved in structured service learning activities reported enhanced problem-solving skills, stronger communication abilities, and a deeper understanding of social issues. They also developed a heightened sense of empathy, civic duty, and teamwork. Conclusions. The research concludes that service learning serves as a transformative educational approach that bridges academic knowledge and societal relevance, promoting holistic student development. The implications suggest that institutions should institutionalize service learning as a core pedagogical strategy to meet the evolving needs of 21st-century education.

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