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Journal of Educational Technology Innovation and Applications
Published by Indonesian Institute of Science and Technology Research
ISSN : -     EISSN : 30907187     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Educational Technology Innovation and Applications is an international, peer-reviewed journal focused on advancing research, development, and practical applications in educational technology. JETIA provides a platform for researchers, practitioners, policymakers, and developers to share innovations and evidence-based practices shaping the future of learning across diverse contexts. The journal invites contributions on the design, implementation, and evaluation of technological solutions in education, from early childhood to lifelong learning. JETIA bridges cutting-edge research with real-world educational practices, emphasizing both theoretical and applied perspectives. Key areas of focus include, but are not limited to, digital learning tools, artificial intelligence, mobile and ubiquitous learning, learning analytics, virtual and augmented reality, online learning design, gamification, educational technology policy, and inclusive solutions for diverse learners, as well as technologies for skills development and workforce education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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The Administrator’s Lens: Strategic Resource Management and the Operational Realities of TVL Programs Karl Mykiel Jordan; John Michael Gido; Lebron James Equipelag; Lhean Gabriel Borja; Leslie Loyloy; John Lloyd Alarcon
Journal of Educational Technology Innovation and Applications Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002448

Abstract

This phenomenological study explored the strategic resource management practices, operational realities, and adaptive coping mechanisms of five purposively selected private school administrators managing Technical-Vocational-Livelihood (TVL) programs in Bukidnon, Philippines. Thematic analysis revealed that navigating high overhead costs and resource limitations requires a shift toward entrepreneurial leadership. Financial sustainability is pursued through production-based laboratories, phased capital expenditures, and the strategic use of government subsidy vouchers. Human capital is optimized by recruiting dual-qualified practitioners, establishing ladderized professional upskilling, and integrating industry-academia mentorship. However, program delivery is constrained by systemic frictions, including dual DepEd and TESDA regulatory oversight, rapid equipment obsolescence, supply-chain bottlenecks, and labor-market instability associated with industry poaching. To protect the instructional core, administrators employ resource improvisation and administrative buffering, such as material substitution and institutional mock assessments. Ultimately, TVL sustainability depends on structural agility and pedagogical bricolage that transform operational bottlenecks into adaptive workflows, offering a practical framework for educational leaders and policymakers.
Algorithmic Governance and Educational Inequality in Chinese Higher Education Hamadi Teme; Rushuang Yu
Journal of Educational Technology Innovation and Applications Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002460

Abstract

Artificial intelligence, learning analytics, predictive systems, and automated decision tools are increasingly embedded in higher-education governance, yet their implications for educational equity remain contested. This systematic review synthesizes evidence on algorithmic governance in Chinese higher education. Following PRISMA 2020, six search sources were examined between April and May 2026; 49 of 1,286 identified records met the eligibility and quality criteria for qualitative thematic synthesis. Thirty-four studies (69.4%) reported optimization benefits in administration, academic monitoring, resource allocation, or decision support, whereas 31 (63.3%) identified risks of reproducing or intensifying inequality. The principal mediating conditions were socioeconomic status, digital infrastructure, regional disparities, and institutional governance. Evidence was concentrated in eastern and coastal universities, limiting representativeness for central and western China. The review conceptualizes algorithmic governance as a socio-technical regime whose educational value depends on transparent decision rules, human oversight, bias auditing, equitable digital investment, and accessible mechanisms for contesting automated outcomes.
Appraising Educational Reforms: Strategic Input on Managing Socio-Economic Roadblocks to Sustainable Development in the 21st Century in Nigeria Martins Ojo Erinsakin; Akinniranye Oluwarotimi Iluyemi
Journal of Educational Technology Innovation and Applications Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002489

Abstract

Educational reform in Nigeria has increasingly emphasized employability, entrepreneurship, vocational competence, civic values, and security-related learning as responses to persistent socio-economic challenges. This descriptive survey examined education stakeholders' perceptions of how Entrepreneurship and Vocational Education (EVE), Peace Education, National Values, and Security Studies contribute to poverty reduction, employment creation, and security. The study included 1,080 respondents, including teachers, Ministry of Education personnel, and curriculum planners/developers across Nigeria. Data were collected using a researcher-developed four-point Likert questionnaire validated by experts in Measurement and Evaluation; test-retest reliability was 0.68. We analyzed the data using frequencies, percentages, and mean scores. Respondents strongly endorsed positively worded statements linking EVE with income-generating skills, self-employment, practical competence, and reduced unemployment. Responses to Peace Education, National Values, and Security Studies were more complex at the aggregate level, although positive items received strong endorsement and negatively worded items were largely rejected. The findings indicate strong stakeholder support for skills-oriented reforms and highlight the need for careful implementation, adequate learning resources, teacher preparation, and rigorous evaluation of civic and security-oriented curriculum reforms. The study interprets the results as stakeholder perceptions rather than causal effects of the reforms.
Post-COVID Professional Digital Competence in Higher Education: Operational Strengths, Pedagogical Gaps, and Persistent Barriers among University Teachers in Islamabad Misbah Shafait Abbasi; Yu Rong
Journal of Educational Technology Innovation and Applications Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002500

Abstract

Post-COVID higher education requires educators who can integrate digital technologies pedagogically, not merely operate them. This cross-sectional study assessed self-reported professional digital competence and perceived barriers among 242 teachers at Quaid-i-Azam University, Islamabad. Strongest reported domains were digital communication (96%), file and cloud management (92%), ICT-supported assessment (84.3%), and general digital-tool use (83.3%), whereas virtual learning environment use (32%) and advanced information retrieval (56%) were weaker. Infrastructure, technology quality, time and cost, online materials, and feedback remained major barriers. The findings support a shift from basic tool training toward pedagogical integration, VLE-based course design, digital assessment, information literacy, and sustained institutional support.
Design and Evaluation of a RIASEC-Based Mobile Career Guidance App Styliani Kavoura; Fotios Lazarinis
Journal of Educational Technology Innovation and Applications Vol. 2 No. 03 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002596

Abstract

Digital career-guidance tools can broaden access to self-exploration and educational information, but their recommendations require careful design and appropriate professional support. This paper presents the design, implementation, and formative evaluation of Career Guidance, a mobile application for students attending Greek General and Vocational Lyceums. The application uses a 65-activity checklist based on Holland’s RIASEC framework and maps students’ responses to vocational-personality profiles, occupational categories, and relevant tertiary study programmes. The prototype was developed in Kotlin using Android Studio and Firebase services. It was evaluated by 27 students aged 17–18 and three experienced career-guidance professionals. Participants generally evaluated the application positively in terms of usability, visual design, usefulness, and ease of interaction, while perceived reliability received comparatively more cautious responses. The findings support the feasibility of the application as a complementary career-guidance resource. Further validation is required before it can be considered a stand-alone career assessment tool. The evaluation should be interpreted as a formative study involving a relatively small sample, providing initial evidence on usability and perceived usefulness rather than definitive evidence of effectiveness.

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