Jul 2026· Edelweiss : Journal Of Innovation In Educational Research· Vol 4· 0 citations· 8 references
TL;DR
The results show that the main challenges of Pancasila Education include the obsolete conventional learning methodology and the massive flow of foreign information that obscures local values, and the recommended strategies are the reconstruction of a digital-based curriculum, the use of media-rich learning, and the internalization of Pancasila values through an interactive cyber-pedagogical approach.
Abstract
The era of technological disruption brought massive changes that not only transformed the industrial sector, but also the order of values, culture, and character of the nation. Students as a digital native generation are at the forefront of this change, but at the same time are the most vulnerable group to exposure to transnational ideologies, individualism, and digital polarization. This research aims to analyze the real challenges faced by Pancasila Education in higher education in the era of disruption, as well as formulate strategies to strengthen the adaptive national character for students. The research method used is literature review by collecting, reducing, and analyzing data from various scientific literature, books, and related reputable journals. The results of the study show that the main challenges of Pancasila Education include the obsolete conventional learning methodology and the massive flow of foreign information that obscures local values. The recommended strategies are the reconstruction of a digital-based curriculum, the use of media-rich learning, and the internalization of Pancasila values through an interactive cyber-pedagogical approach.
Pancasila, US the fundamental ideology of the Indonesian nation, plays a central role in shaping the character and direction of national life. However, the rapid development of digital technology presents new challenges for the younger generation generation, particularly Generation Z, in internalizing Pancasila values. This generation lives technologically amidst advancements, a culture of globalization, and the rapid flow of information. US a result, there has been a shift in values, a decline in nationalism, and an increase in individualism and social polarization. This article aims to explain how Pancasila values can be re-actualized in the lives of Generation Z in the digital era. Through a qualitative descriptive approach and literature analysis, this article highlights the importance of Pancasila education, digital literacy, and the role of educational institutions in strengthening national character. The study's results indicate that collaboration between families, schools, and communities needs to be strengthened so that Pancasila is not only cognitively understood but also practiced in the social behavior of Generation Z.
Anisia Nur Mitha Sari, Romadhona Kusuma Yudha, Elfahmi Lubis et al.· Multidisciplinary Indonesian...· 0 citations
Digitalization process, which is rapidly accelerating, is deeply penetrating in all spheres of social life. In this context, technological modernization represents one of the key priorities of contemporary society. The origins of this issue should be searched through the higher education system, where human capital serves as the determining factor in the formation of digital competencies. This determines the digitalization processes particular importance in the educational sphere. The article analyzes the theoretical foundations of the educational process digitalization and examines key contemporary approaches to this problem. The definitions related to the direction digitalization and interpretations of this concept in both domestic and foreign scientific circles are classified. The author considers digitalization as one of the main factors of adaptation and educational systems transformation in accordance with global standards, emphasizing that identifying effective directions of digital transformation plays a crucial role in improving the higher education system. Analyzing innovative models, the author explores the substantive, methodological, and social aspects of implementing digital technologies in the educational process. It is confirmed that the successful implementation of digitalization in education depends not only on technical infrastructure but also on scientifically grounded strategies, pedagogical approaches, systemic support of educational policy. In this context, digital programs implemented in Kazakhstan are examined, emphasizing the importance of adopting best international practices while taking national characteristics into account. Based on a comparative analysis of international and national experience, patterns, specific features, and key directions of the digitalization of the domestic education system are identified.
Karlygash Kalybekkyzy, G. Tulekova· 3i: intellect, idea, innovat...· 0 citations
The rapid growth in the field of journalism and mass communication education worldwide is second only to the burgeoning of engineering institutions and B-schools [1]. This also holds true in the Indian scenario, where a study by the Delhi-based Centre for Media Studies reports that there are over 300 media institutes in India offering a wide range of technical and creative programmes with diverse course content [2]. This phenomenal growth must be seen in the context of the manifold expansion of the media market since the economic liberalisation of the 1990s and the ongoing transformations brought about by digital technologies and convergence. Yet the discipline that services this market has no adequately documented Indian history: existing accounts of communication study are largely Western in orientation and, even there, have been criticised as hagiographic and Whiggish. Digital interventions through convergence have meanwhile changed the way journalism is taught as well as understood: skills training is no longer confined to a single technology, reporting is now done simultaneously for multiple platforms, and pedagogy is increasingly focussed on developing multi-skilled students, while media research incorporates techniques such as social media ethnography [3]. Situated within the frameworks of disciplinary historiography and institutional isomorphism, this paper analyses the evolution of journalism education in Hyderabad through a study of two prominent media departments—the Department of Communication and Journalism at Osmania University, founded in 1954 as one of the earliest in the country, and the Department of Communication at the University of Hyderabad, established in 1988–89. Drawing on in-depth interviews with three established academics whose own biographies embody the discipline’s founding lineages, together with a historical perusal of its growth over more than 75 years, the paper examines how journalism curricula have responded to the advent of the digital era, whether educators have had to change their approaches to teaching and research in the age of media convergence, and what the discipline’s many renamings reveal about its constant negotiation with market forces and technology.
Pranay Rupani· Advanced International Journ...· 0 citations
The integration of digital technologies into higher education has become a defining transformation of the contemporary university, and Morocco offers a distinctive case of this global movement. This paper reviews the evolution of digitalization in Moroccan higher education, from the earliest national information and communication technology (ICT) integration efforts of the late 1990s to its recent framing as an institutional requirement rather than a strategic option. Drawing on a qualitative synthesis of the existing literature, it examines peer-reviewed journal articles, conference papers, and institutional and policy reports published between 2008 and 2025, retrieved from academic databases including Semantic Scholar, ScienceDirect, SpringerLink, and Google Scholar. The reviewed literature is organized into five analytical phases: the theoretical foundations of technology adoption and integration; the global emergence of e-learning; pre-pandemic digitalization in Morocco; the COVID-19 acceleration; and the post-pandemic shift toward institutionalization. The review identifies a consistent pattern: despite successive national strategies, digitalization is repeatedly described as partial, unevenly resourced, and constrained by a recurring set of obstacles - inadequate digital infrastructure, limited faculty training, resistance to pedagogical change, and a persistent urban-rural digital divide. The COVID-19 pandemic acted as a catalyst that shifted digitalization from an optional initiative to an operational necessity, while more recent policy frameworks, notably the PACTE ESRI 2030, reinforce its status as an institutional obligation. Unlike prior reviews centred on institutional performance or digital inclusion specifically, this review foregrounds the historical trajectory of the transition itself, and it outlines underexplored areas - particularly long-term learning outcomes and regional disparities - that remain open for future research.
Ahlam Bouti, Sana Sakale· International journal of Eng...· 0 citations
This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.
Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al.· Ibero-American Journal of Ed...· 0 citations
The study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications, and discusses the challenges inherent in this transition, including teacher training and equitable access.
Ingrid Nascimento de Sousa, Ilga Chaves Teixeira, Eduardo Belarmino dos Santos et al.· Revista de Estudos Interdisc...· 0 citations