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Nusantara Education Studies
Published by PT. Integra Academic Press
ISSN : -     EISSN : 30308941     DOI : https://doi.org/10.63208/21011
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Nusantara Education Studies is a reputable open-access research journal that serves as an international platform for researchers, academics, professionals, and practitioners in the field of education to share high-quality empirical research relevant to global educational advancements. The primary commitment of Nusantara Education Studies is to make significant contributions to the development of educational science and practice by publishing innovative articles that integrate theoretical and practical perspectives. Through its multidisciplinary approach, this journal fosters discussions and explorations of new ideas that address contemporary educational challenges. By fostering academic dialogue and knowledge exchange, Nusantara Education Studies aims to contribute to the advancement of educational research and practice while supporting international recognition and academic engagement.
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Articles 42 Documents
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AI Literacy in Higher Education: Concepts, Competencies, and Future Directions Daffa Mayda Cesallya Ditama; Cindi Mutia; Dila Rahmaniyah
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-638

Abstract

Artificial intelligence (AI) literacy has become an essential competency for higher education as generative AI transforms teaching, learning, research, and assessment. This study examines AI literacy through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2020 and 2025 were systematically collected and synthesized using a framework-based thematic analysis. Five themes emerged: the evolution of AI literacy, conceptual frameworks, core competencies, educational implementation, and future research directions. The findings indicate that AI literacy extends beyond technical knowledge by integrating critical evaluation, prompt literacy, ethical reasoning, responsible AI use, and human–AI collaboration. Universities increasingly embed AI literacy into curricula, faculty development, and institutional policy to prepare graduates for AI-enabled environments. The review highlights responsible governance, interdisciplinary education, and lifelong competency development as priorities for advancing AI literacy in higher education.
Types of Corpora and the Significance of Corpus-Based Approaches in Teaching English Hamidova Nafisa; Pulatova Durdona Ravshanovna
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-651

Abstract

Corpus-based methodologies have gained increasing attention in English as a Foreign Language (EFL) education because they provide access to authentic language data and enable learners to examine linguistic patterns in meaningful contexts. This study aims to examine the significance of corpus-based methodologies, identify major types of corpora, and explore their pedagogical applications in English language teaching. A Systematic Literature Review (SLR) approach was employed to identify, examine, and synthesize relevant literature on corpus-based language teaching, learner corpora, and Data-Driven Learning (DDL), with emphasis on recent studies published between 2015 and 2024. The findings indicate that corpus-based approaches can support vocabulary acquisition, grammar instruction, writing development, learner autonomy, and communicative competence. Corpora also provide opportunities for integrating authentic language resources into digital learning environments. However, effective implementation requires adequate corpus literacy, teacher training, appropriate corpus selection, and sufficient learner guidance. Overall, corpus-based methodologies represent a valuable complementary approach to EFL teaching by connecting classroom instruction with authentic language use and promoting more learner-centered and evidence-based learning.  
The Educational Advantages of Improving Professional Communicative Competence in ESP Students using Corpus-Based Methods Pulatova Durdona Ravshanovna
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-660

Abstract

The growing need for professional communication skills in academic and professional settings calls for English for Specific Purposes (ESP) instruction that is more contextual and relevant to students’ fields of study. This study aims to analyze the educational advantages of a corpus-based approach in enhancing the professional communication competencies of ESP students. The study employs a literature review using a qualitative descriptive approach through an analysis of literature on corpus linguistics, data-driven learning (DDL), ESP instruction, specialized vocabulary, genre competence, and language learning technology. The results of the study indicate that the corpus-based approach provides access to authentic language data that can support the mastery of specialized vocabulary, contextual understanding of grammar, genre competence, as well as writing and speaking skills. This approach also fosters student engagement and autonomy through activities that involve exploring and discovering language patterns. However, its implementation requires corpus literacy, pedagogical support, scaffolding, and the use of appropriate technology. Thus, the corpus-based approach can serve as a relevant strategy for linking ESP instruction to real-world professional communication needs.
Learning Analytics in Higher Education: Opportunities and Challenges for Student Success Zega Faridatul Jannah; Nitasari Nitasari; Anggie Yudistira Aditya
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-672

Abstract

Learning analytics has become an important data-driven approach for improving teaching, learning, and student success in higher education. This study aims to examine the opportunities and challenges of learning analytics through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature published between 2020 and 2025 was collected from major academic databases and analyzed thematically. The findings indicate that learning analytics enhances student success by improving academic performance, student engagement, personalized learning, early intervention, and institutional decision-making. Technologies such as artificial intelligence, educational data mining, and learning management systems further strengthen these capabilities. However, implementation remains constrained by ethical concerns, data privacy, technological infrastructure, faculty readiness, and organizational capacity. The study concludes that effective governance and responsible implementation are essential for maximizing the educational benefits of learning analytics in higher education.
Digital Feedback and Learning Quality: Behaviorist, Cognitive, and Constructivist Perspectives Syamsiati Arifah; Claranis Pola Amadea; Tiara Novian Rizqyseha
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-680

Abstract

Digital transformation in education has encouraged the utilization of various learning technologies that enable feedback to be delivered in a faster, more interactive, and adaptive manner. This article aims to examine the role of digital feedback in improving learning quality from behaviorist, cognitive, and constructivist perspectives. The study employed a library research approach by analyzing scientific articles, academic books, and reports from international organizations published over the last five years. Data were analyzed through thematic analysis and narrative synthesis to identify the concepts, characteristics, and pedagogical implications of digital feedback in learning. The findings indicate that digital feedback is characterized by timeliness, personalization, interactivity, and data-driven features that support more effective and learner-centered instruction. From the behaviorist perspective, digital feedback serves as reinforcement of learning behaviors; from the cognitive perspective, it facilitates information processing and metacognitive development; and from the constructivist perspective, it promotes reflection, collaboration, and knowledge construction. These findings demonstrate that digital feedback constitutes an important pedagogical component in fostering adaptive, participatory, and meaningful learning.
Student Agency in Higher Education: Concepts, Practices, and Future Directions Putri Aprilia Cahya Ningsih; Siti Nuryani
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-688

Abstract

Student agency has become a key principle of learner-centered higher education, emphasizing students' active participation, autonomy, and shared responsibility in learning. This study employs a Systematic Literature Review (SLR) following the PRISMA 2020 framework to examine student agency in higher education. Studies published in the last five years were synthesized using a framework-based thematic analysis. Five themes emerged: the evolution of student agency, conceptual frameworks, educational practices, educational outcomes, and future directions. The findings indicate that student agency extends beyond learner autonomy by integrating learner ownership, partnership, empowerment, and institutional engagement. Student-centered learning, curriculum co-creation, students-as-partners initiatives, and learner-centered assessment enhance engagement, self-regulated learning, and graduate readiness. The review highlights student agency as a strategic foundation for advancing learner-centered and sustainable higher education.
Educational Leadership in Responding to Artificial Intelligence Disruption Mega Rahmatia; Asmarani Asmarani; Melinda Putri Rusmadini; Elya Fitrotunnisa
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-696

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly transformed educational systems, affecting both learning processes and institutional governance. These developments require educational leadership that can adapt to technological change while ensuring that AI implementation remains aligned with educational quality improvement. This study aims to analyze the role of educational leadership in responding to AI disruption using a Systematic Literature Review (SLR) approach. The review examined scholarly publications and policy documents published over the last five years obtained through Google Scholar and official publications from relevant international organizations. The collected literature was analyzed using content analysis to identify major themes and develop a conceptual synthesis. The findings indicate that successful AI implementation in education depends on leaders' ability to establish a digital transformation vision, strengthen AI literacy, promote data-driven decision-making, cultivate an innovation-oriented organizational culture, and implement ethical AI governance. Furthermore, educational leadership in the AI era should integrate human intelligence and artificial intelligence synergistically, allowing technology to support decision-making while preserving human responsibility in strategic leadership. This study contributes a conceptual framework that reinforces adaptive, collaborative, and sustainable educational leadership for addressing AI disruption in contemporary education.
Artificial Intelligence for Strengthening Inclusive Education for Students with Special Needs Wasian Fauzi Nugroho; Yoga Tama; Dedi Faqih Wahana
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-703

Abstract

The development of Artificial Intelligence (AI) provides new opportunities for transforming inclusive education, particularly in supporting learning for students with special needs. This article aims to analyze the roles, benefits, challenges, and implementation strategies of AI in strengthening inclusive education through a Systematic Literature Review (SLR) approach. The review examined scientific publications from the last five years focusing on AI integration in education, assistive technology, adaptive learning, personalized learning, and accessibility for diverse learners. The findings indicate that AI contributes to more personalized learning experiences through adaptive learning systems, learning analytics, AI-based communication technologies, and assistive devices. Furthermore, AI supports teachers in instructional planning, assessment, and data-driven decision-making processes. However, several challenges remain, including teacher competency readiness, unequal access to technology, data privacy, and ethical concerns regarding AI implementation. Therefore, AI integration in inclusive education should adopt a human-centered, equitable, and responsible approach to ensure that technological advancement contributes to creating accessible and supportive learning environments for all students.
Developmental Features of Using Authentic Materials in Teaching English to Non-Native Speakers Tashtemirova Laylo Sherali Qizi; Pulatova Durdona Ravshanovna
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-708

Abstract

The use of authentic materials has become an important approach in teaching English to non-native speakers because it provides exposure to natural language and real-world communication contexts. This study aims to examine the developmental features, benefits, challenges, and pedagogical considerations of using authentic materials in English language teaching. A qualitative descriptive approach was employed through a literature-based review of relevant studies concerning authentic materials in EFL and ESL contexts. The findings indicate that authentic materials, including videos, newspapers, podcasts, advertisements, interviews, and everyday dialogues, contribute to vocabulary acquisition, listening and speaking skills, reading comprehension, communicative competence, learner motivation, anxiety reduction, and cultural awareness. Authentic materials also help bridge the gap between classroom instruction and practical language use. However, their linguistic and cultural complexity may create difficulties for non-native learners. Effective implementation therefore requires careful material selection, adaptation, scaffolding, and appropriate technological support. Authentic materials can provide a meaningful, development-oriented approach to English language teaching when used appropriately aligned with learners’ proficiency levels and learning objectives.
The Importance of Artificial Intelligence in Fostering Students’ Creative Interest in the Vocational Education System Maral Duiseneevna Yessekeshova; Baibolova A.K.
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-715

Abstract

The development of the Fourth Industrial Revolution has increased the need for vocational education to equip students with creativity, critical thinking, problem-solving skills, and technological adaptability. This study aims to analyze the importance of Artificial Intelligence (AI) in developing students’ creative interests in vocational education and to identify opportunities and challenges associated with its implementation. This study employed a qualitative approach using library research. Data were obtained from relevant journal articles, academic books, and previous studies concerning AI in education, vocational education, adaptive learning, creativity, and educational technology. The literature was analyzed using content analysis through information reduction, thematic categorization, interpretation, and synthesis. The findings indicate that AI can support creative interest through personalized and adaptive learning, interactive learning environments, timely feedback, idea exploration, and problem-solving activities. AI can also strengthen practical learning and students’ readiness for technology-oriented workplaces. However, its implementation is constrained by teacher readiness, infrastructure, technology costs, unequal access, digital literacy, ethical concerns, and potential student dependency. Therefore, AI should function as a learning support that strengthens human thinking and creativity rather than replacing teachers or students’ independent thinking.

Page 4 of 5 | Total Record : 42

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