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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 67 Documents
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The Role of Transformational Leadership in Developing Employability Skills Among Vocational High School Students: A Career Guidance Perspective Novia Nailatun Nufus; Tuwoso; Hary Suswanto
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : PT Penerbit Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1541

Abstract

This study aims to examine the role of transformational leadership in developing employability skills among vocational high school students from the perspective of career guidance. A Systematic Literature Review (SLR) approach following the PRISMA framework was employed to synthesize previous studies related to transformational leadership, employability skills, vocational education, and career guidance. Literature data were collected from Google Scholar, Scopus Preview, ERIC, and DOAJ databases. A total of 89 articles were initially identified, and 23 peer-reviewed studies published between 2020 and 2026 met the inclusion criteria for final analysis. Thematic synthesis was used to identify major themes related to educational leadership, employability development, workforce readiness, and career adaptability. The findings indicate that transformational leadership contributes to supportive learning environments that encourage motivation, collaboration, adaptability, creativity, and professional confidence among vocational students. Career guidance was also found to support career planning, career adaptability, and workforce readiness. However, most reviewed studies focused on general vocational education contexts, while evidence specifically related to Fashion Design vocational students remains limited. This study contributes conceptually by integrating transformational leadership, employability skills, and career guidance perspectives within vocational education. The findings provide practical implications for school leaders, teachers, and career counselors in strengthening employability-oriented learning environments.
Principals’ Efficacy and Effectiveness in Fostering Professional Learning Communities (PLCs) in Bhutanese Secondary Schools Kinzang Tshewang
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : PT Penerbit Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1594

Abstract

This study examined the role of school principals in fostering Professional Learning Communities (PLCs) and promoting teacher collaboration in Bhutanese secondary schools. Employing a concurrent mixed-methods design, the study administered a structured survey questionnaire and structured interview questions to a purposively selected sample of 67 participants comprising 13 principals and 54 teachers. Two scales, a PLC Leadership Scale and a Collaboration Scale, were used to collect quantitative data, both demonstrating excellent internal consistency (α = 0.948 and α = 0.931, respectively). Descriptive statistics revealed high mean perceptions of both principal PLC leadership (M = 4.397, SD = 0.560) and teacher collaboration (M = 4.381, SD = 0.495). Pearson's correlation analysis revealed a strong positive relationship between principal PLC leadership and teacher collaboration (r = 0.810, p < .001), explaining approximately 65.6% of shared variance between the two constructs. The findings highlight the centrality of principal leadership in cultivating collaborative professional cultures and offer practical and policy-relevant insights for school improvement in the Bhutanese context and beyond.
The Role of Vocational Guidance through Work-Based Learning in Career Development within the Education Sector: A Systematic Literature Review Fadliyanti Firdausia; Tuwoso; Hary Suswanto; Muhammad Idris Effendi
Eduscape : Journal of Education Insight Vol. 4 No. 4 (2026): October 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i4.1494

Abstract

This systematic literature review examines the role of vocational guidance through work-based learning (WBL) in supporting career development within the education sector. Rapid technological change, globalization, and shifting labour market demands have increased pressure on educational institutions to prepare learners not only academically but also professionally. In this context, vocational guidance and WBL have emerged as important mechanisms for improving employability, career readiness, and transitions from education to work. Using a PRISMA-informed review design, this study analysed 40 peer-reviewed articles published between 2016 and 2025 and retrieved from Scopus, Web of Science, ERIC, Google Scholar, and ScienceDirect. Structured screening, quality appraisal, data extraction, and thematic synthesis were employed to identify recurring themes, intervention models, and reported outcomes. The findings indicate that most evidence is concentrated in higher education settings, particularly internships, placements, apprenticeships, and cooperative education programmes. Across the reviewed studies, WBL was consistently associated with stronger employability competencies, including communication, teamwork, problem-solving, adaptability, and professional identity formation. It also contributed to clearer career goals, increased self-efficacy, improved career decision-making, and smoother school-to-work transitions when supported by effective supervision, meaningful task design, reflective learning, and institutional coordination. Furthermore, successful WBL frequently operated as a multi-stakeholder ecosystem involving educational institutions, employers, career counsellors, and labour market systems. However, challenges remain, including uneven programme quality, unequal access to placements, limited supervision, and inconsistent implementation. The review concludes that vocational guidance through WBL can be an effective strategy for career development when intentionally integrated into educational systems. Future research should prioritise longitudinal evidence and underrepresented educational contexts.
Strengthening Project-Based Learning in the Visual Communication Design Curriculum Bakti Bestin; Andi Ryan Kusuma
Eduscape : Journal of Education Insight Vol. 4 No. 4 (2026): October 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i4.1498

Abstract

This study examines the integration of project-based learning (PjBL) into a Visual Communication Design (VCD) curriculum to enhance curriculum relevance and student readiness for the creative industries. Although PjBL has been widely recognized for improving learning outcomes, systematic integration into curriculum structures aligned with industry competency requirements remains underexplored. Using a qualitative descriptive approach, the study draws on an extensive literature review supplemented by curriculum document analysis, classroom observation reports, and a needs analysis reflecting student characteristics and industry expectations. Literature sources were drawn from journals, books, and educational policy documents published between 2018 and 2024, analyzed through thematic analysis involving open coding, theme categorization, and triangulation. The analysis identifies five core curriculum components essential for effective PjBL integration: (1) progressive learning phases across semesters, (2) authentic industry-oriented design projects, (3) collaborative and interdisciplinary learning activities, (4) ongoing formative and portfolio-based assessments, and (5) institutional support through digital infrastructure and faculty competency development. Based on these findings, the study proposes a PjBL curriculum framework that coherently maps learning outcomes, project deliverables, assessment strategies, and graduate competencies. Rather than asserting empirical effectiveness, this framework serves as a conceptual foundation for future implementation and validation studies, while offering practical guidance to higher education institutions aiming to develop industry-oriented design education
From Operationalization to Activity Design in Intervention Projects for the Master's in Basic Education Rosa Dámaris Marín Sandoval; Luis Daniel Lozano Flores
Eduscape : Journal of Education Insight Vol. 4 No. 4 (2026): October 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i4.1712

Abstract

This article analyzes the processes of methodological transposition carried out by students of the Master's in Basic Education (MEB) at the National Pedagogical University (UPN) Unit 141. The main objective is to examine the construction of operational activities within pedagogical intervention proposals based on the emerging categories from the educational diagnosis. Using a qualitative approach, a content analysis was applied to the diagnostic and intervention-proposal sections of eight ongoing projects developed by the master's students, coded with Atlas.ti into twenty-five categories and more than three thousand codes. The discussion centers on the recurring tension between diagnostic theory and the pragmatism of action. The theoretical framework is based on Ezequiel Ander-Egg's methodological proposal, highlighting the need to ensure strict internal consistency to prevent 'isolated activism' and to guarantee the technical feasibility of school transformation. Findings show that most projects reproduce the diagnostic categories consistently and combine explanatory theories with Ander-Egg's planning scaffolding; however, the transition toward the evaluative phase remains the weakest link, since a large proportion of the proposed activities lack clearly observable achievement indicators. The article proposes a set of guiding matrices to strengthen the causal alignment between diagnosis, activity design, and evaluation. It is presented as a guide to direct educators in their action-research processes and to support the design of more consistent intervention projects within professionalizing postgraduate programs for in-service teachers.
The Transforming women's reintegration through prison higher education: a knowledge management framework for sustainable socio-labour inclusion José Blas Álvaro Preudhomme; Rosa Elena Durán González
Eduscape : Journal of Education Insight Vol. 4 No. 3 (2026): July 2026
Publisher : PT Penerbit Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i3.1722

Abstract

Higher education in women’s prisons can strengthen capabilities and reintegration, but Latin American programmes rarely connect pedagogy, organisational learning, and post-release monitoring. This mixed-methods, descriptive–interpretive case study examined the University of Panama’s Annex at the Cecilia Orillac de Chiari Women’s Rehabilitation Centre (CEFERE). Fieldwork occurred from January to April 2024 with 24 incarcerated university students recruited through non-probability opportunity sampling under institutional-access and classroom-availability conditions and 37 university stakeholders (35 lecturers and 2 authorities), using questionnaires, anonymised interviews, institutional records, and documentary sources. Quantitatively, 18 of 33 valid respondents (54.5%) did not know whether graduate tracking existed, 10 (30.3%) answered yes, and 5 (15.2%) answered no; 4 of the 37 invited respondents did not answer the item. For institutional-information access, 18 of 35 valid respondents (51.4%) answered yes, 12 (34.3%) no, and 5 (14.3%) did not know; 2 of 37 did not answer. Student interviews indicated that university study structured daily life, strengthened academic agency, and sustained future orientation, while family separation and institutional restrictions remained salient. The study advances prior prison-education and knowledge-management research by operationalising a five-stage, gender-responsive model that converts situated experience into validated practices, an institutional repository, and a longitudinal reintegration indicator. The findings support permanent graduate tracking, protected data governance, and cross-sector employment partnerships.
Understanding of the Nature of Technology (NOT) among Thai Upper-Secondary Science Students: A Mixed-Methods Study Chanawat Sirichat; Saharat Panjun; Suphatsara Tuekkrathok; Kanyarat Cojorn; Kanyarat Sonsupap
Eduscape : Journal of Education Insight Vol. 4 No. 4 (2026): October 2026
Publisher : PT Penerbit Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i4.1763

Abstract

Understanding the Nature of Technology (NOT) is increasingly important as technology continues to shape science education and everyday life. However, evidence on how Thai science–mathematics high school students understand NOT remains limited. This study examined students’ reported understanding of four selected NOT dimensions and explored their views of technology in daily life and education. An explanatory sequential mixed-methods design was employed, combining questionnaire and interview data. Participants were 50 Grade 10 and Grade 11 science–mathematics students from two secondary schools in Maha Sarakham Province, Thailand. Quantitative data were collected through a 20-item questionnaire covering four NOT dimensions and analyzed using mean and standard deviation. Qualitative data were obtained through semi-structured interviews with nine students (n = 9) and analyzed using thematic content analysis. The questionnaire results indicated high levels of agreement across all four NOT dimensions. Technology as knowledge received the highest mean score (M = 4.36, SD = 0.96), whereas technology as a double-edged sword received the lowest (M = 4.28, SD = 1.01). Interview findings indicated that students viewed technology as improving convenience, efficiency, problem solving, and innovation. At the same time, they recognized concerns related to privacy, misinformation, unemployment, and excessive dependence on technology. These findings provide further insight into Thai students’ understanding of NOT and highlight the need to integrate ethical, social, and critical perspectives into science education to support responsible and informed technology use.

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