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Journal Emerging Technologies in Education
Published by Yayasan Adra Karima Hubbi
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject :
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 : -
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 5 (2025)" : 5 Documents clear
The Disruptive Innovation of Communicative Language Teaching (CLT) in English Language Presentations for Economic and Management Knowledge Hengki Hengki; Ratna Ratna; Nina Anis
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.1609

Abstract

Background. This paper aims to provide an overview of the key findings and implications of the research conducted. The present study examines the impact of communicative language teaching (CLT) as a disruptive innovation on the pedagogy of English language instruction. Purpose. This paper aims to provide an overview of the key findings and implications of the research conducted. The present study examines the impact of communicative language teaching (CLT) as a disruptive innovation on the pedagogy of English language instruction for the acquisition of knowledge in the fields of management and economics. Method. The implementation of the Critical Learning Theory (CLT) presents a novel pedagogical strategy that fosters the development of critical thinking abilities, enhances effective communication skills, and cultivates cultural competency. Results. This essay examines the fundamental principles of Communicative Language Teaching (CLT) and its integration into the domains of economics and management education. Additionally, it investigates the impact of CLT on both educators and learners. Conclusion. Based on the findings, the incorporation of CLT has the potential to enhance students' competence and engagement, thereby equipping them with the necessary skills to thrive in the competitive.
Digital Narratives as Emotional Scaffolds: A Case Study of Student-Generated Stories in Thai ESL Classrooms Pong Krit; Rit Som; Siri Lek
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2237

Abstract

Background. The increasing integration of digital storytelling in English as a Second Language (ESL) education highlights its potential not only for linguistic development but also for emotional expression among learners. Purpose. This study investigates how digital narratives created by Thai ESL students function as emotional scaffolds in language learning environments. The research aims to explore the affective dimensions of student-generated digital stories, specifically how these narratives foster emotional engagement, self-expression, and learner identity in the ESL classroom. Method. Using a qualitative case study approach, data were collected through interviews, classroom observations, and content analysis of student projects. Results. Findings indicate that digital storytelling enabled students to externalize personal experiences, reduce language anxiety, and build emotional connections with the learning content. Furthermore, the process encouraged collaborative dialogue and empathy among peers. Conclusion. The study concludes that digital narratives serve as both pedagogical and emotional tools, bridging language skills with psychological well-being. Implications suggest that ESL educators should intentionally design digital storytelling tasks to support students' emotional development alongside language proficiency.
Ethics of AI Tutors: Balancing Automation and Human Interaction in Education Ali Mufron; Ethan Tan; Ava Lee
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2895

Abstract

Background. Artificial intelligence tutors are increasingly adopted in education to enhance efficiency, personalization, and accessibility. Despite their widespread use, ethical concerns related to reduced human interaction, moral responsibility, and learner well-being remain insufficiently addressed. Purpose. This study aims to examine the ethical implications of AI tutors by analyzing how automation can be balanced with meaningful human interaction in educational settings. Method. The study employs a qualitative descriptive approach using secondary statistical data, document analysis, and case study examination. Data are analyzed thematically to identify ethical patterns related to automation, human roles, and institutional governance. Results. The findings indicate that AI tutors effectively support structured learning activities but are limited in relational and emotional engagement. Educators perceive AI tutors as supplementary tools, while ethical responsibility is often managed informally due to the absence of explicit institutional guidelines. Conclusion. The study concludes that ethical integration of AI tutors requires intentional balance, where automation enhances efficiency and human interaction preserves educational values. The novelty of this research lies in its integration of ethical theory and educational practice to conceptualize AI tutors as complementary rather than substitutive agents within human-centered learning environments.
Teacher Digital Literacy and Student Outcomes: A Correlation Study in Secondary Schools Haruko Takahashi; Sota Yamamoto; Lusiana Rahmadani Putri; Fahrizal Fahrizal
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2901

Abstract

Background. Digital technologies have become integral to secondary education, increasing demands on teachers to possess strong digital literacy. While technology integration is widely promoted, empirical evidence explaining how teacher digital literacy relates to student outcomes remains limited, particularly at the secondary school level where instructional complexity is higher. Purpose. This study aims to examine the correlation between teacher digital literacy and student outcomes in secondary schools, focusing on academic achievement and learning engagement as key indicators of educational effectiveness. Method. The study employs a quantitative correlational research design supported by descriptive case analysis. Data were collected from secondary school teachers and students using standardized digital literacy questionnaires, student engagement instruments, and academic records. Results. The findings reveal a statistically significant positive correlation between teacher digital literacy and student outcomes. A stronger relationship was found with student learning engagement than with academic achievement. Conclusion. The study concludes that teacher digital literacy plays a crucial role in shaping meaningful learning experiences in secondary education.
Mindfulness Apps and Student Mental Health: Digital Interventions for Reducing Academic Stress Maria Clara Reyes; Luis Santos; Josefa Flores; Fauzi Aldina
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.2902

Abstract

Background. Academic stress has become a persistent mental health concern among students due to increasing academic demands and performance pressure. Digital mental health interventions, particularly mindfulness applications, have gained attention as accessible tools for stress management, yet empirical evidence focusing on academic stress remains limited. Purpose. This study aims to examine the relationship between mindfulness app use and student mental health, with specific attention to the reduction of academic stress in educational settings. Method. The study employs a quantitative correlational design supported by descriptive case analysis. Data were collected from students using standardized questionnaires measuring mindfulness app usage, academic stress, and mental well-being. Results. The findings reveal a significant negative correlation between mindfulness app use and academic stress, along with a positive relationship between app use and mental well-being. Consistent engagement with mindfulness apps was associated with lower stress levels and improved emotional regulation. Conclusion. The study concludes that mindfulness apps function as effective digital interventions for reducing academic stress when used consistently. The novelty of this research lies in emphasizing usage consistency as a key determinant of effectiveness and in integrating quantitative and contextual evidence to explain how digital mindfulness interventions support student mental health.

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