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Eduscape: Journal of Education Insight
Published by PT Penerbit Ilmiah Indonesia
ISSN : -     EISSN : 30265231     DOI : https://doi.org/10.61978/eduscape
Core Subject : Education,
Education
Eduscape: Journal of Education Insight is a journal published by Indonesian Scientific Publication, published original scholarly papers across the whole spectrum of educations. The journal attempts to assist in the understanding of the present and potential ability of education to aid in the recording and interpretation of international education practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 62 Documents
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Implementation of Deep Learning in Teaching Factory as a Strategy for Enhancing Industrial Competencies: A Systematic Literature Review Herianto; Aditia Gustiana Gunawan; Waras Kamdi
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1244

Abstract

The advancement of Industry 4.0 has significantly increased the demand for industrial competencies aligned with intelligent, data-driven manufacturing systems. Deep learning, as a core artificial intelligence technology, plays a critical role in smart factories, particularly in computer vision, predictive analytics, and automated decision-making. In parallel, the Teaching Factory model has emerged as a strategic educational approach to bridge the gap between vocational education and real industrial practices. This study conducts a Systematic Literature Review (SLR) on the integration of deep learning and pedagogical approaches within Teaching Factory and automated manufacturing learning environments, with a focus on industrial competency development. Using a structured and transparent review protocol, peer-reviewed journal articles were analyzed to identify instructional practices, learning theories, targeted competencies, and research methodologies. The review indicates that while Teaching Factory models emphasize production-based learning, deep learning has not yet been systematically embedded into their pedagogical frameworks. Existing studies predominantly address technical and cognitive competencies, with limited attention to transversal and employability competencies. Methodologically, the literature is largely dominated by conceptual frameworks and short-term case studies, underscoring the need for more empirical and longitudinal research. This review contributes by synthesizing current evidence, clarifying research gaps, and proposing directions for pedagogically grounded and industry-aligned Teaching Factory models that integrate deep learning to support comprehensive industrial competency development
Employability Outcomes of The 13-Year Guaranteed Education Program in Sri Lanka Mithuni Nisansala Maddumage; L.N.P. Wedikandage
Eduscape : Journal of Education Insight Vol. 4 No. 2 (2026): April 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i2.1355

Abstract

The 13-Year Guaranteed Education Program (13YGEP) in Sri Lanka offers an alternative pathway for students who do not continue to the G.C.E. Advanced Level, aiming to strengthen employability and workforce readiness. This study explores how the program supports graduates’ transition from school to employment, focusing on skill development, industry exposure, and implementation challenges.A qualitative approach was used to gather insights from key stakeholders. Data were collected from 30 graduates who completed the full program, including industrial training, as well as teachers, school principals, education administrators, and vocational education resource personnel in the Western Province in Sri Lanka. Open-ended questionnaires, semi-structured interviews, and document analysis captured participants’ experiences and perspectives.Findings show that most graduates secured employment in the private sector, engaged in self-employment, pursued overseas work, or continued further education. Practical training, workplace exposure, and soft skills particularly communication, teamwork, and problem-solving were critical for employability. Government-supported financial assistance was especially helpful for graduates pursuing self-employment. Challenges included limited technical resources, uneven industry placements, and variations in program implementation.The study concludes that the 13YGEP significantly enhances employability among school leavers, highlighting the importance of stronger industry collaboration, improved resources, and ongoing teacher development for sustainable outcomes.
Impact of Child Sexual Abuse on Educational Pathways of Children in Sri Lankan Tea Plantations N. M. P. K. Kumari; L. N. P. Wedikandage
Eduscape : Journal of Education Insight Vol. 4 No. 2 (2026): April 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i2.1387

Abstract

Child sexual abuse (CSA) and its secondary consequences significantly threaten educational participation in Sri Lanka’s plantation sector. This research explores how these risks disrupt the education of children in marginalized communities, specifically focusing on the "identification-intervention gap" where institutional detection fails to provide sustained academic support. Using an institutional documentary research method, a review of records from the Kalawana Police Women and Child Protection Unit revealed that 99.9% of all formal child abuse and physical maltreatment complaints in the region originate from tea plantation environments. While general CSA data exist this article provides a context specific analysis of the identification intervention gap where institutional detection of abuse does not translate to sustained academic support leading to permanent school dropouts. In-depth interviews were conducted with five key participants, including child protection officers and experienced teachers. The interviews assisted in understanding the professional perspective regarding the gap between the identification of child abuse and the provision of effective long-term support for the child’s educational recovery. Data were analyzed thematically. The findings focus on adolescent girls (ages 13–16) in the Kalawana plantation sector who, following the detection of abuse, faced critical disruptions during their secondary schooling years. The study concludes that legal protection methods are insufficient if they do not include academic stabilization. It recommends that plantation sector schools should change their approach to better recognize and respond to students’ experiences of trauma by prioritizing emotional safety, understanding behavioral changes and adapting teaching practices to support healing as well as learning.
The Role of Career Guidance in Strengthening Link and Match in Vocational Education: A Systematic Literature Review Aditia Gustiana Gunawan; Rina Rifqie Mariana; Tuwoso; Hary Suswanto; Irham
Eduscape : Journal of Education Insight Vol. 4 No. 2 (2026): April 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i2.1438

Abstract

Persistent skills mismatches and prolonged school-to-work transitions among vocational education and training (VET) graduates, intensified by Industry 4.0, highlight the need for stronger alignment between VET systems and labor market demands. Career guidance has emerged as a key institutional mechanism supporting employability and workforce readiness. However, its integrative role in linking educational outcomes with labor market needs remains insufficiently synthesized. This study systematically reviews how career guidance in VET is conceptualized, implemented, and evaluated in relation to employability. Using PRISMA guidelines, a systematic literature review was conducted across Scopus, ScienceDirect, SpringerLink, ERIC, and Google Scholar, yielding 41 peer-reviewed articles. Thematic synthesis shows that career guidance functions as an integrated mechanism enhancing employability, career adaptability, and workforce readiness. Key approaches include Work-Integrated Learning, competency-based frameworks, and digital career guidance platforms, which improve career awareness and alignment with labor market needs. Challenges identified include limited institutional capacity, insufficient expertise, technological disparities, and weak labor market information systems. The study integrates Human Capital Theory, Social Cognitive Career Theory, and Career Construction Theory within a lifelong learning perspective to explain the multidimensional role of career guidance. These findings offer policy and practical insights for strengthening career guidance systems to support sustainable workforce development in the digital economy
Industry-Oriented Career Guidance Model for Improving Employability of Vocational Education Students Herianto; Aditia Gustiana Gunawan; Tuwoso; Hary Suswanto
Eduscape : Journal of Education Insight Vol. 4 No. 2 (2026): April 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i2.1455

Abstract

Career guidance is widely seen as a key lever to help align vocational education with industry needs, but integrated and industry-driven career services are still commonly lacking. The study aims to investigate the impact of an industry-oriented career guidance model on improving vocational students’ employability and alignment with workforce needs. A Systematic Literature Review (SLR) following the PRISMA framework was conducted to analyze twenty peer-reviewed journal articles published between 2015 and 2026. The review focuses on identifying conceptual developments, implementation practices, and effectiveness factors related to industry-oriented career guidance. The review also highlights enabling factors, such as institutional support, career counsellor competencies, engagement with professional industries and students’ ability to adapt to careers. In addition, career guidance is an ecosystem-oriented process that acts as a link between curriculum development, the formation of professional identity, and portfolio readiness. Theoretically, this paper has highlighted the need to reposition career guidance as a strategic element of vocational education reform; and practically it has provided avenues for developing industry-responsive guidance systems.
The Effectiveness of Career Guidance Programs on Career Maturity and Employability of Fashion Design Students Novia Ira Maulana; Tuwoso; Hery Suswanto
Eduscape : Journal of Education Insight Vol. 4 No. 2 (2026): April 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i2.1461

Abstract

The transformation of the global fashion industry driven by digital design technologies, platform-based marketing, sustainability imperatives, and expanding entrepreneurial opportunities has reshaped the competency profile expected of graduates in fashion education. In response, career guidance has become an increasingly important mechanism for supporting students’ transition from education to professional practice. This systematic literature review examines the role of career guidance programs in fostering career maturity and employability within vocational and fashion-oriented higher education. Career guidance programs in this review refer to structured interventions such as career counseling, employability skills modules embedded in curricula, mentoring initiatives, internship preparation, and portfolio-based career development activities. Using a PRISMA-guided systematic selection process across major academic databases, 23 empirical studies published between 2015 and 2025 were analyzed. The findings identify three dominant approaches: developmental career guidance grounded in career development theory, competency-based employability programs, and experiential models integrated with industry engagement. The evidence indicates that structured and sustained career guidance interventions are associated with improvements in vocational goal clarity, decision-making confidence, career planning skills, job-search competence, and perceived employability. Programs incorporating internships, mentoring, and portfolio development tend to demonstrate stronger employability-related outcomes than counseling-only approaches. The synthesis further suggests a sequential pathway in which career guidance strengthens psychological readiness (career maturity), which subsequently contributes to behavioral preparedness and employability outcomes. However, the evidence base remains largely cross-sectional and relies heavily on self-reported outcomes, with limited longitudinal data on objective employment results. Overall, the review supports the development of an integrated, industry-aligned career guidance model tailored to vocational and fashion education contexts.
A Qualitative Historical Review of Educational Paradigm Shifts in Pre-Modern Sri Lanka (Prehistoric Settlements to c. 1505 CE) Kolabagama Nugawelage Thushari Upuli Samaraweera; Lanka Nanayakkara Pathiranage Wedikandage
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1462

Abstract

The current literature on pre-modern Sri Lanka has discussed monastic establishments, preservation of the Pali literature, and the colonial educational reforms, in few cases in isolation. Remains to be answered is a systematic, long-term rebuilding of how the mechanisms of knowledge transmission changed over different historical periods between prehistoric oral to script-based monasticism to the institutionalization of the Pirivena system within one analytical paradigm. The paper will attempt to fill in such a historiographical gap by characterizing it using qualitative historical analysis of primary textual documents, namely, the Mahavamsa and Dipavamsa chronicles with supplementation by evidence of early Brahmi epigraphic sources, archaeological evidence in prehistoric and monastic settings, and critically analyzed secondary historiography. Thematic and chronological analysis was employed in a combination with cross-source triangulation to determine three consecutive but overlapping periods of education between about 125,000 BCE and c. 1505 CE. In the study the pre-modern education in Sri Lanka could not be reduced to religious education but instead was the inclusion of grammar, logic, medicine, and administrative knowledge. The article provides a historiographical based reconstruction of the long-term pedagogical transformation, criticizes reductionist explanations of pre-modern learning in Sri Lanka and identifies the island as part of wider scholarly South Asian intellectual communities.
Habits of Mind of Indonesian Students in Kota Kinabalu, Sabah, Malaysia: A Survey Study Through Biology Education Ria Yulia Gloria; Egina Bumiarti; Deka Andriani
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1463

Abstract

This study examines students’ thinking habits in biology learning at the Indonesian School in Kota Kinabalu, Sabah, Malaysia. The novelty of this research lies in its focus on analyzing thinking habits within the context of an Indonesian school abroad, which remains underexplored. The study employed a quantitative descriptive survey design involving 165 students from various grade levels. Data were collected using a questionnaire based on the Thinking Habits framework developed by Arthur L. Costa and Bena Kallick, consisting of 16 items measured on a scale ranging from very weak (0–20), weak (21–40), moderate (41–60), strong (61–80), to very strong (81–100). The collected data were analyzed using descriptive statistical techniques to determine the distribution and average scores of each thinking habit aspect. The results showed that 82.42% of students were categorized as having strong thinking habits, 13.30% as very strong, and 4.24% as moderate. The highest average score was found in the aspect of responding with curiosity and wonderment, while thinking flexibly and metacognition showed relatively lower average scores. These findings provide insights into the profile of students’ thinking habits in an international educational context and highlight areas that require further development.
Vocational Guidance as a Predictor of Career Development in Higher Education and Vocational Education: A Systematic Literature Review Chufadatul Chusna; Tuwoso; Hary Suswanto
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1482

Abstract

This study examines the role of vocational guidance as a predictor of career development within higher education and Technical and Vocational Education and Training (TVET) contexts. While its importance has increased, limited studies have synthesized its predictive role across diverse educational settings. This study employs a Systematic Literature Review (SLR) following the PRISMA framework, analysing 40 peer-reviewed journal articles published between 2019 and 2025, retrieved from Scopus, Web of Science, SpringerLink, DOAJ, and Google Scholar. A thematic synthesis approach was applied, involving coding, categorization, and theme development to identify patterns in research trends, impacts, moderating factors, and emerging guidance models. The findings indicate that vocational guidance is generally associated with improved career readiness, employability, and career outcomes; however, these effects are context-dependent and influenced by individual, institutional, and technological factors. The review also identifies a shift toward digital, hybrid, and work-integrated guidance models. This study contributes by positioning vocational guidance as a central predictor and systematically mapping moderating factors and emerging models within a unified analytical framework.
Bridging Career Guidance and Industry Readiness: A Systematic Literature Review of Vocational High School Students in Fashion Design Education Yuyun Dwi Sayekti; Tuwoso
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1484

Abstract

The rapid transformation of the fashion industry, driven by digitalization and sustainability transitions, has increased the complexity of career pathways and competency demands for vocational graduates. However, a persistent mismatch remains between the skills developed in vocational education and those required by the industry. This study aims to systematically examine the career guidance needs of vocational high school students in fashion design education and their relation to industry readiness. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. The review included 20 peer-reviewed articles published between 2019 and 2026 and indexed in Scopus and Web of Science. This timeframe was selected to capture recent developments related to digital transformation and sustainability trends in vocational and fashion education. Data were analyzed using thematic synthesis to identify recurring themes, patterns, and research gaps. The findings indicate that career guidance needs extend beyond informational support, encompassing self-awareness, career decision-making skills, employability competencies, industry exposure, and opportunity creation. Among these, career adaptability and employability emerge as key factors associated with students’ readiness for the labor market. The review also reveals ongoing gaps in curriculum relevance, soft skills development, and alignment with industry practices. The study suggests that more effective career guidance in vocational fashion education involves integrating work-based learning, digital tools, industry partnerships, and entrepreneurial orientation. Rather than proposing a definitive model, this review highlights the need for a more integrated and competency-based approach to career guidance. These findings contribute to the ongoing discussion on strengthening the role of career guidance in enhancing industry readiness within vocational education contexts.

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