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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 130 Documents
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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.
Digital Translanguaging: Harnessing Technology to Foster Intercultural Competence in Multilingual Educational Contexts Ethan Tan; Siri Lek; Ton Kiat
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.3178

Abstract

Background. The increasing globalization of education has resulted in more diverse, multilingual classrooms, highlighting the need for intercultural competence alongside language proficiency. Translanguaging, a practice where learners utilize their entire linguistic repertoire to communicate, offers a potential framework for fostering this competence. With the rise of digital tools, the practice of digital translanguaging has emerged, enabling students to navigate and interact across multiple languages using technology. Purpose. This study investigates how digital translanguaging, facilitated by technology, can foster intercultural competence in multilingual educational settings. It aims to explore the impact of digital tools in promoting both language proficiency and cultural awareness, providing students with the skills to communicate. Method. A mixed-methods approach was employed, combining pre- and post-test surveys to measure language proficiency and intercultural competence, alongside qualitative interviews and focus groups to explore students' experiences with digital translanguaging tools. Results. The findings indicate significant improvements in both language proficiency (23% increase) and intercultural competence (24% increase) in the experimental group using digital translanguaging tools. Students reported enhanced engagement and a deeper understanding of cultural diversity. Conclusion. Digital translanguaging tools effectively enhance both language learning and intercultural competence, suggesting that technology can play a pivotal role in multilingual education.
Bridging the Equity Gap: The Efficacy of Assistive Mobile Technologies for Special Needs Students in Low-Resource Settings Aiman Fariq; Jemima Reid; David Mayers
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3186

Abstract

Background: Service learning has gained significant attention in higher education as an effective pedagogical approach that combines academic learning with community service. By engaging students in real-world problem-solving, service learning fosters both academic achievement and civic responsibility. However, its integration into higher education curricula remains inconsistent, and its impact on student learning and development requires further exploration. Purpose: This study aims to examine the effectiveness of integrating service learning into higher education curricula and its impact on students' academic and personal development. Specifically, it explores how service learning enhances critical thinking, social responsibility, and community engagement among university students. Method: A mixed-methods approach was used, combining quantitative surveys and qualitative interviews. Data were collected from 150 students enrolled in service learning courses across various disciplines. Pre- and post-course surveys assessed academic performance, while interviews provided insights into students' personal reflections on their experiences. Results: The findings indicate that students who participated in service learning courses showed significant improvements in critical thinking skills, social responsibility, and their sense of community involvement. These students also reported higher levels of academic engagement and satisfaction compared to those in traditional courses. Conclusion: Integrating service learning into higher education curricula effectively enhances students' academic, personal, and social development. The study highlights the importance of incorporating experiential learning opportunities that bridge classroom knowledge with real-world applications.
The Privacy Paradox in Smart Classrooms: Balancing Data-Driven Personalization with Student Data Protection and Ethical Governance Rit Som; Pierre Ndayizeye; Alida Ntahonkiriye
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3187

Abstract

Background: The integration of smart technologies in classrooms has significantly enhanced personalized learning by utilizing data analytics to cater to individual student needs. However, the increasing reliance on student data has raised concerns about privacy, security, and ethical governance, creating what is known as the "privacy paradox." This paradox reflects the tension between the benefits of data-driven personalization and the need to protect student privacy. Purpose: This study aims to explore the privacy paradox in smart classrooms, examining how educational institutions balance the benefits of personalized learning with the ethical responsibilities of student data protection. The research investigates the perceptions of students, teachers, and administrators regarding data privacy and governance practices in smart classrooms. Method: A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with 200 participants, including students, teachers, and administrators from higher education institutions that use smart classroom technologies. The survey assessed privacy concerns, while interviews provided deeper insights into the ethical dilemmas and data governance practices. Results: The findings revealed a significant gap between students’ concerns about privacy and the confidence administrators had in data protection measures. Students expressed high concern over their data, whereas administrators were more confident in their institution’s data governance, highlighting a lack of transparency. Conclusion: The study underscores the need for improved transparency and ethical governance in smart classrooms to address privacy concerns. Effective data protection policies and communication are essential to balancing data-driven personalization with student privacy.
Beyond Immersion: A Comparative Analysis of Cognitive Learning Outcomes in Augmented Reality (AR) versus Traditional Laboratory Settings Ravi Dara; Roya Zahir; Jamil Khan
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.3188

Abstract

Background. The integration of Augmented Reality (AR) in education has garnered attention for its potential to enhance student engagement and learning outcomes. While much of the research focuses on the immersive nature of AR, its impact on cognitive learning outcomes compared to traditional laboratory-based learning environments remains underexplored. Purpose. This study aims to compare the cognitive learning outcomes of students who engage with content in AR environments versus those who participate in traditional laboratory settings. The research seeks to determine whether AR offers significant advantages in terms of knowledge retention, problem-solving, and conceptual understanding. Method. A mixed-methods design was employed, combining quantitative pre- and post-test assessments to measure cognitive outcomes and qualitative focus group discussions to capture students' experiences. The study involved 200 students, with 100 participating in AR-based learning and 100 in traditional laboratory settings. Results. The AR group showed a greater improvement in cognitive learning outcomes (23% increase) compared to the traditional laboratory group (14% increase). Students in the AR environment also reported higher levels of engagement, which correlated with their cognitive improvements. Conclusion. AR-based learning environments offer significant cognitive benefits over traditional laboratory settings, particularly in enhancing conceptual understanding and problem-solving skills.
Augmented Reality in STEM Education: Enhancing Conceptual Understanding and Learner Motivation Ardi Azhar Nampira; Sanjay Sharma; Dorji Wangchuk
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.3410

Abstract

Background. The rapid development of digital technologies has encouraged the integration of augmented reality (AR) in STEM education as a response to persistent challenges in conceptual understanding and learner motivation. Purpose. This study aims to examine the effectiveness of augmented reality in enhancing students’ conceptual understanding and learning motivation in STEM subjects. Method. The research employed a quasi-experimental design with a mixed-methods approach, involving experimental and control groups at the secondary and tertiary education levels. Quantitative data were collected through pre-test and post-test instruments measuring conceptual understanding and standardized motivation questionnaires, while qualitative data were obtained from observations and semi-structured interviews. Results. The findings indicate that students exposed to AR-based learning environments demonstrated significantly higher gains in conceptual understanding compared to those taught using conventional methods. Additionally, AR integration positively influenced learner motivation, particularly in terms of attention, relevance, and engagement during learning activities. Conclusion. The study concludes that augmented reality is an effective pedagogical tool for STEM education, as it supports deeper conceptual learning and fosters intrinsic motivation.
AI-Driven Personalized Learning Paths: Opportunities and Challenges for Inclusive Education Ardi Azhar Nampira; Chak Sothy; Sokha Dara
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.3412

Abstract

Background. This study addresses the growing integration of artificial intelligence (AI) in education, particularly its potential to design personalized learning paths that respond to diverse learner needs within inclusive education contexts. Despite increasing adoption, critical questions remain regarding equity, accessibility, and pedagogical effectiveness when AI-driven systems are implemented across heterogeneous student populations Purpose. The primary objective of this research is to examine both the opportunities and challenges associated with AI-driven personalized learning paths in supporting inclusive education. Method. The study employs a mixed-methods approach, combining a systematic literature review with qualitative analysis of selected empirical case studies from primary, secondary, and higher education settings. Data were analyzed thematically to identify patterns related to personalization mechanisms, learner inclusion, ethical considerations, and institutional readiness. Results. The findings indicate that AI-driven personalization can enhance learner engagement, adaptive pacing, and differentiated instruction, particularly for students with diverse abilities and learning profiles. However, significant challenges persist, including algorithmic bias, data privacy concerns, unequal access to digital infrastructure, and limited teacher capacity to critically mediate AI-supported learning. Conclusion. The study concludes that while AI-driven personalized learning paths hold substantial promise for advancing inclusive education, their effectiveness depends on transparent algorithm design, strong ethical governance, and sustained professional development for educators to ensure technology serves pedagogical and social inclusion goals rather than exacerbating existing inequalities.
Cyberbullying and Digital Citizenship: The Effectiveness of Tech-Integrated Prevention Programs Muhamad Habib; Rami Hariri; Yara Abed
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3423

Abstract

Background. Cyberbullying has become a persistent issue in digitally mediated educational environments, posing serious risks to students’ psychological well-being, academic engagement, and social interaction. As digital technologies are increasingly embedded in learning processes, conventional punitive approaches to cyberbullying prevention are insufficient. This condition underscores the need for preventive strategies that emphasize ethical participation, responsible online behavior, and the cultivation of digital citizenship through pedagogically grounded technology integration. Purpose. This study aimed to examine the effectiveness of technology-integrated prevention programs in reducing cyberbullying behaviors while simultaneously enhancing students’ digital citizenship competencies, particularly in terms of ethical awareness, responsible online conduct, and proactive engagement in online communities. Method. A mixed-methods research design was employed, combining a quasi-experimental approach with qualitative inquiry. Quantitative data were collected through pre- and post-intervention surveys measuring levels of cyberbullying perpetration, victimization, and digital citizenship awareness. Qualitative data were obtained through semi-structured interviews, focus group discussions, and reflective digital learning activities to capture students’ perceptions, attitudes, and behavioral changes following the intervention. Results. The findings demonstrate a significant reduction in both cyberbullying perpetration and victimization after the implementation of the tech-integrated prevention program. In addition, students showed notable improvements in responsible online behavior, ethical awareness, and learning engagement. Qualitative evidence further revealed positive shifts in empathy, moral reasoning, and students’ willingness to intervene when encountering harmful online behavior. Conclusion. The study concludes that technology-integrated prevention programs are effective when digital tools are deliberately aligned with digital citizenship principles and ethical education. Integrating interactive digital learning with values-based instruction provides a sustainable and pedagogically sound approach to addressing cyberbullying in contemporary educational settings.

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