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Advances in Educational Innovation
Published by PT Inovasi Analisis Data
ISSN : 30632897     EISSN : 30632498     DOI : https://doi.org/10.69725
Core Subject :
Advances in Educational Innovation (AEI) is a peer-reviewed scholarly journal dedicated to advancing high-quality research in educational innovation, teaching methodologies, digital learning, curriculum development, and policy-driven educational improvement.
Arjuna Subject : -
Articles 16 Documents
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Enhancing Regional STEM Teacher Development: Strategies and Insights from Professional Learning Facilitators in Afghanistan Sayedy Javad; Abdullah Qutuby; Bakhshi Naseem
Advances Educational Innovation Vol. 1 No. 2 (2024): November
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i2.189

Abstract

Objective: The purpose of this study was to gain insights into how Professional Learning Facilitators PLFs promoted STEM teacher learning in Afghanistan’s regional context. It aims at uncovering best practices of the facilitators and its teacher educators to inform sustainable professional development approaches seeking to address the specific reality of the Afghan context.Methods: A mixed-methods approach was employed, consisting of qualitative interviews with PLFs and a survey of STEM teachers in some regional areas of Afghanistan. Descriptive statistics and thematic analysis were used to analyze data and identify trends and common strategies to enhance teacher learning.Results: Responding to challenges arising from the regional context, PLFs in Afghanistan work through a combination of hands-on workshops, collaborative learning environments, and context-sensitive content. These approaches have increased engagement among teachers and enhanced instructional practices despite differing impacts due to geography and resources.Novelty: It fills a unique gap in the literature on education development in post-conflict regions, as we shed light on STEM teacher professional development within the unique socio-political context of Afghanistan.Theory and Policy Implications: The study can inform the development of change frameworks for professional learning that can be used to ensure professional learning is responsive to the context and the community in which it is situated. It highlights the importance of policies that promote sustained long-term teacher development in contexts affected by conflict should aim to design strategies to develop scale and relevance to context.
Cross Cultural Examination of Students Attitudes and Intentions Towards AI in Higher Education Long Wang ly; Kheterin Jhonly
Advances Educational Innovation Vol. 1 No. 3 (2025): February
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i3.190

Abstract

Objective: This paper is aimed at studying the attitudes and behavior of Chinese and international students towards the use of AI in higher education. It aims to gain insight into the cultural elements that shape students̶ perceptions of AI, while also examining the impact of these elements on students̶ intentions to embrace AI tools within their educational journeys.Methods: A purposive sampling approach was utilized to recruit students (both Chinese and international) from a Chinese university (n=800). Surveys were used to collect data, and the Technology Acceptance Model (TAM) was employed to evaluate the relationships between Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude Towards Use (AU), and Behavioral Intention (BI) to adopt AI. We utilized reliability testing and descriptive statistics to ensure consistency and validity of the data.Results: Result shows relationships between PU, PEOU and, BI were significant positive with PU being a strong predictor of behavioral intentions of Chinese students. Compared to the international students, PU, PEOU, and BI exhibited a more even relationship. The study thus finds that culture plays an important role in the adoption of AI, with Chinese students placing greater emphasis on its perceived usefulness, as opposed to international students who are more focused on ease of use. These results are consistent with the Technology Acceptance Model and Hofstede’s cultural dimensions theory.Novelty: In addition, the doctoral dissertation adds to the research on AI adoption in higher education by studying the cultural differences of Chinese and international students. It expands the TAM with the inclusion of cultural factors as moderators respectively in students’ attitudes towards AI.Theory and Policy Implications: Such AI-based educational tools used by educational institutions and teachers in China should emphasize productivity and performance benefits The international students would benefit from user-friendly systems, the study suggested. AI uptake initiatives to suit cultural contexts, to ensure successful AI learning systems integration with education
Extending the Theory of Planned Behavior: Predicting Chinese Muslims’ Halal Meat Purchase Intention Nur Azizatul Musyarofah; Yuli Handayani; Sri Hartini
Advances Educational Innovation Vol. 1 No. 3 (2025): February
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i3.191

Abstract

Objective: This study has the purpose to analyse the factors that affect the of the Behavioural Intention (BI) of consumer on halal food consumption in Indonesia which either consists of; the Attitude, Subjective Norms, Perceived Behavioural Control, Trust, and the Availability.Methods: This study used a quantitative approach, with data obtained from a structured questionnaire for 700 respondents from major cities in Indonesia. Descriptive analysis, multiple regression analysis, and Structural Equation Modeling (SEM-PLS) are used for analyzing the data to test the relationships that have been proposed among the constructs.Results: The findings of this study show that Attitude, Subjective Norms, Perceived Behavioral Control, Trust, and Availability have a positive influence on Behavioral Intention. Also, trust was found to mediate the relationship of attitude with behavioral intention, while availability moderated between perceived behavioral control & behavioral intention.Novelty: By investigating the mediating effect of Trust and the moderating role of Availability in the relationship between all key drivers in predicting Behavior Intention to consume halal food, this study extends literature regarding consumer behavior in halal food market.Theory and Policy Implications: Theoretically, the paper adds to the existing body of knowledge on Theory of Planned Behavior by introducing Trust and Availability as significant determinants of consumer behavior. These insights are relevant to policymakers and marketers in the halal food industry, as they can help improve accessibility to safe and quality products, promote consumer trust, and develop strategies for the consumption of halal food.
Postgraduate Learning Innovation in the Age of Artificial Intelligence Murtono; Mulyo Prayitno
Advances Educational Innovation Vol. 1 No. 3 (2025): February
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i3.241

Abstract

Objective: To explore how artificial intelligence (AI) can act as a moderator in supporting learning effectiveness at the postgraduate level through traditional educational elements such as teaching strategies, curriculum development, digital literacy, and learner engagement.Methods: Data were collected via a structured quantitative survey from 140 postgraduate students selected purposively. Pearson correlation and multiple regression with moderation analysis were used to determine the interaction effects of AI on learning effectiveness based on the data gathered.Results: Results show the crucial moderating effect of AI on the impact of digital competence and teaching practice to learning outcomes. Although conventional academic variables that influence the learning effectiveness exert their effects, their effects are amplified when AI is incorporated into the instructional practices and digital platforms. AI improves feedback mechanisms, enables interactivity, and strengths individualized learning paths.Novelty: While past literature utilized AI as an independent or mediating variable, we view AI as a moderator, namely, an enabling mechanism that enhances already existing educational mechanisms rather than replicating them in a different way. Such a nuanced role is indicative of a paradigm shift in postgraduate higher education technology adoption.Theory and Policy Implications: This study extends both constructivist and cognitive load theories showing how AI can ease cognitive burden but at the same time enhance knowledge construction. The results propose strategies for policymakers to incorporate AI in postgraduate curricula to build self-adaptive, data-driven, and student centered learning environments.
Enhancing Students’ Life Skills through Integrated Curriculum, Talent Placement, Enrichment, and Learning Motivation Nur Azizatul Musyarofah; Kurnia Akbar
Advances Educational Innovation Vol. 1 No. 3 (2025): February
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i3.344

Abstract

Purpose—This study examines the influence of curriculum integration, talent-based placement, extracurricular enrichment, and institutional support on students’ life skills through learning motivation in a pesantren-based educational context. Design/methodology/approach—The study employed a mixed-method sequential explanatory design. Quantitative data were collected from 180 MA students at Pondok Pesantren Modern Al-Amanah and analyzed using Partial Least Squares Structural Equation Modeling in SmartPLS. Qualitative data were obtained through interviews, observation, and documentation to explain and contextualize the quantitative findings. Findings- The results show that curriculum integration, talent-based placement, institutional support, and learning motivation significantly influenced students’ life skills. Talent-based placement was the strongest direct predictor of life skills, while extracurricular enrichment had the strongest effect on learning motivation. Learning motivation significantly mediated the effects of talent-based placement and extracurricular enrichment on students’ life skills but did not significantly mediate the effects of curriculum integration and institutional support. Research limitations/implications—This study was conducted in one pesantren-based institution; therefore, future research should involve multiple Islamic boarding schools and longitudinal designs to improve generalizability and causal interpretation. Practical implications—The findings suggest that modern pesantren should strengthen interest-and-talent-based placement, program-based enrichment, teacher mentoring, facilities, and school–pesantren collaboration to optimize students’ personal, social, academic-vocational, and digital life skills. Originality/value—This study contributes an integrated empirical model combining educational systems theory, self-determination theory, and the life skills framework to explain how pesantren-based education develops students’ life skills through both structural and motivational pathways.
Post-Structuralist Critiques of Authorship in Generative Artificial Intelligence (AI) Literature Philip Abayomi Olorunfemi
Advances Educational Innovation Vol. 1 No. 4 (2025): May
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i4.352

Abstract

Purpose — This study examines how Generative Artificial Intelligence (GenAI) literature challenges and extends post-structuralist critiques of authorship. It explores how AI-generated texts affect traditional concepts of creativity, originality, intentionality, and authorial authority, and provides a conceptual framework linking post-structuralist theory to algorithmic literary production. Design/methodology/approach — The study employs a qualitative-interpretive and conceptual research design. It involves critical analysis and theoretical synthesis of post-structuralist concepts, including Barthes’ “Death of the Author,” Foucault’s “author-function,” Kristeva’s intertextuality, and Wimsatt and Beardsley’s intentional fallacy, applied to AI-generated literature. Findings — Findings indicate that GenAI destabilizes conventional notions of authorship, redistributing creative agency across programmers, algorithms, datasets, corporate platforms, users, and readers. The role of readers is strengthened as active meaning-makers, especially in contexts where authorial intention is absent or unstable. AI-generated literature thus functions as a contemporary materialization of post-structuralist ideas. Research limitations/implications — The study is theoretical and conceptual; empirical validation through user studies, case analyses, or comparative corpora would strengthen generalizability and practical applicability. Practical implications — Insights from this study inform literary theory, digital humanities, and AI studies, guiding scholars in critically analyzing authorship, intertextuality, and distributed creativity in algorithmically mediated texts. Originality/value — This study contributes a contemporary conceptual framework demonstrating how AI-generated literature operationalizes post-structuralist critiques of authorship and redefines reader and institutional roles in textual production.  

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