Journal of Educational Innovation and Transformation Global
Journal of Educational Innovation and Transformation Global (JEITG) is a peer-reviewed, open-access journal published by LPPM Institut Pendidikan Nusantara Global, dedicated to advancing global scholarship on educational reform, innovation, and transformation across diverse learning contexts. The journal provides a platform for high-quality research articles, literature reviews, and case studies that explore transformative practices, pedagogical innovations, policy reform, and emerging trends that reshape how education is conceptualized, delivered, and assessed. With an interdisciplinary and inclusive orientation, JEITG welcomes contributions that address educational equity, inclusive practices, digital transformation, global citizenship, and the integration of 21st-century skills in teaching and learning. Key areas of interest include policy innovation, instructional design, professional development, leadership in education, culturally responsive pedagogy, and assessment for transformative learning. JEITG invites educators, researchers, policymakers, and practitioners from around the world to share forward-thinking ideas and collaborate in reimagining the future of education. The journal is published twice a year, in June and December, and is identified with the e-ISSN 3109-6468.
LPPM Institut Pendidikan Nusantara Global
Analyzing Inclusive Education Policies: A Strategic Evaluation of EquitableAccess to Digital Learning Platforms in Marginalized Regions
This study aims to analyze inclusive education policies through a strategic evaluation of equitable access to various digital learning platforms in marginalized regions. The research focuses on identifying structural barriers affecting access to educational technologies, evaluating the effectiveness of educational digitalization policy implementation, and formulating more inclusive and equitable policy recommendations. The study employed a qualitative approach using a Systematic Literature Review (SLR) combined with policy analysis. Data were collected from reputable international journal articles, accredited national journals, reports from international organizations, policy documents, and other academic sources relevant to inclusive education, the digital divide, and technology-based educational transformation. The data were analyzed using content analysis and thematic synthesis techniques to identify patterns, themes, and relationships among concepts related to equitable access to digital learning platforms. The findings indicate that disparities in access within marginalized regions are not solely caused by limitations in technological infrastructure but are also influenced by low levels of digital literacy, socioeconomic conditions, and mismatches between policy design and local needs. The strategic evaluation reveals that educational digitalization policies remain largely focused on technological provision and administrative indicators rather than on the equitable distribution of benefits and the quality of technology utilization. This study proposes a social justice-based framework for the equitable provision of digital learning platforms that emphasizes the integration of technological access, user capacity development, and the optimization of digital learning benefits. These findings provide both conceptual and practical contributions to the development of inclusive education policies that are more adaptive, sustainable, and oriented toward educational equity in the era of digital transformation.
Copyright (c) 2026 Journal of Educational Innovation and Transformation Global
A Conceptual Framework for Implementing Culturally Responsive Pedagogy in Virtual Spaces to Foster Sustainable Global Citizenship
This study aims to develop a conceptual framework for the implementation of culturally responsive pedagogy in virtual spaces to foster sustainable global citizenship character. The study employed a Systematic Literature Review (SLR) approach combined with conceptual design research. Data were collected through the identification and selection of relevant scholarly literature on culturally responsive pedagogy, digital learning, virtual spaces, and global citizenship education from various reputable academic databases. The data were analyzed using thematic analysis to identify key themes and synthesize them into an integrated conceptual model. The findings reveal that culturally responsive pedagogy in virtual spaces is constructed through five core components: cultural awareness, intercultural dialogue, digital critical literacy, global empathy, and sustainable global citizenship. These components are operationalized through six learning stages, including cultural self-identification, multicultural exposure, intercultural interaction, critical digital reflection, global action projects, and transformative reflection. The proposed model highlights that virtual spaces can function as learning environments that support the development of cultural awareness, the ability to engage in diverse interactions, critical digital literacy, global empathy, and social responsibility. Theoretically, this study extends the discourse on culturally responsive pedagogy into the context of digital learning. Practically, the model may serve as a reference for educators and curriculum developers in designing virtual learning environments that are more inclusive, humanistic, and oriented toward the cultivation of sustainable global citizenship character.
Design of Authentic Assessment Based on Self-Reflection as an Instrumentfor Measuring Learner-Centered Learning Outcomes
This study aims to develop and validate a self-reflection-based authentic assessment instrument as a tool for measuring learning outcomes that supports the implementation of learner-centered learning. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, limited implementation, and evaluation. The developed product comprises three integrated components: contextual problem-based authentic tasks, an analytical performance assessment rubric, and a self-reflection worksheet. Product validation was conducted by three validators consisting of an educational evaluation expert, a curriculum and learning expert, and an educational practitioner. Data were analyzed using Aiken’s V index to determine the content validity of the instrument. The results showed that the developed instrument achieved an average Aiken’s V score of 0.89, indicating a very high level of validity. The instrument demonstrated strong alignment with learning outcomes, clarity of assessment indicators, measurability of the rubric, readability of the instrument, and consistency with learner-centered learning principles. The integration of self-reflection into authentic assessment enables students not only to demonstrate learning outcomes but also to evaluate their own learning processes, thereby fostering metacognitive awareness and self-regulated learning skills. These findings suggest that the developed instrument has the potential to serve as an alternative assessment system that is more holistic, meaningful, and relevant to the demands of 21st-century learning than conventional assessments that focus primarily on final outcomes.
Reconceptualizing the Adaptive Teacher Training Model Based on OpenCommunities of Practice in Facing Global Disruption
This study aims to reconceptualize teacher training models through the development of an Adaptive Teacher Training Model Based on Open Communities of Practice as a strategy for professional development in response to global disruption. The rapid advancement of digital technology, artificial intelligence, social change, and global uncertainty requires teachers to possess adaptive capacity that enables them to continuously learn, innovate, and respond effectively to change. However, prevailing teacher training models remain largely formal, centralized, and episodic, and are therefore insufficient to support sustainable professional learning. This research employs a qualitative approach based on a literature study using the systematic literature review method. Data were obtained from various scientific articles, academic books, reports from international organizations, and policy documents relevant to teacher professional development, communities of practice, and adaptive capacity. Data analysis was conducted through processes of identification, selection, evaluation, and thematic synthesis to generate a comprehensive conceptual framework of the model. The findings indicate that the developed model consists of four main components: open communities of practice, digital collaboration, continuous professional reflection, and teachers’ adaptive capacity. The model is operationalized through five stages, namely knowledge sharing, collaborative inquiry, co-creation of innovation, reflective practice, and adaptive transformation. The results suggest that open communities of practice have the potential to strengthen teachers’ adaptability, collaboration, innovation, and lifelong learning capacity. This model can serve as a strategic alternative for more participatory, flexible, and sustainable teacher professional development in addressing the challenges of twenty-first-century education.
Towards an AI-Assisted Transformative Pedagogy Framework forAccelerating Students Critical Thinking Skills
This study aims to develop a conceptual framework and operational syntax for an AI-Assisted Transformative Pedagogy model as a strategy to accelerate students’ critical thinking skills in the era of Generative Artificial Intelligence (Gen-AI). The study employed a conceptual research approach using a systematic literature review method of relevant scholarly articles, books, and academic documents addressing transformative pedagogy, critical thinking, artificial intelligence in education, and human–AI collaboration. Data were analyzed through content analysis and conceptual synthesis techniques to identify relationships among key concepts and construct an integrated learning model. The findings resulted in a conceptual framework that connects transformative pedagogy, artificial intelligence, and critical thinking skills within a mutually reinforcing learning ecosystem. In addition, the study formulated six core learning phases: authentic dilemma identification, AIassisted perspective exploration, critical reflection on assumptions, argumentative dialogue, perspective reconstruction, and reflective action. The findings indicate that AI can function as a cognitive partner that facilitates critical reflection, multiperspective exploration, and evidence-based argumentation, thereby potentially accelerating the development of students’ interpretation, analysis, evaluation, inference, explanation, and self-regulation skills. The proposed model also emphasizes that teachers remain central actors in guiding cognitive transformation and ensuring that AI is utilized in pedagogically sound, ethical, and meaningful ways. Theoretically, this study contributes to the growing body of knowledge on the integration of AI into transformative instructional design. Practically, it provides a reference framework for educators in designing learning environments that are responsive to technological advancements while fostering students’ critical thinking capacities.
The Ecological Architecture of Teacher Agency: A Systematic Review of Influencing Factors and Manifestations
Teacher agency, the capacity of teachers to act purposefully and constructively within their professional environments, has emerged as a critical concept for understanding and fostering educational change. This article presents a systematic literature review that synthesizes current research on teacher agency, adopting an ecological perspective as its analytical framework. The purpose of this study is to map the multifaceted factors that influence the development and enactment of teacher agency and to explore its diverse manifestations across educational contexts. The methodology involved a thematic analysis of a curated dataset of 100 scholarly publications, focusing on identifying patterns related to conceptualizations of agency, influencing factors at individual, relational, and structural levels, and practical outcomes. Key findings reveal that teacher agency is not an individual trait but an emergent phenomenon situated within a complex interplay of personal capacities (such as identity and self-efficacy), relational dynamics (including trust and leadership), and structural conditions (shaped by policy, curriculum, and sociocultural contexts). The review highlights agency as a dynamic process, manifesting in pedagogical innovation, curriculum adaptation, and advocacy for social justice. The article concludes by discussing the theoretical implications of an ecological architecture for teacher agency and offers practical recommendations for educational leaders and policymakers aimed at cultivating the conditions necessary for teachers to become powerful agents of sustainable educational improvement.
Heutagogy Beyond Autonomy and Structure in Digital Higher Education
The rapid digitization of higher education and the demands of Industry 4.0 have intensified the shift from teacher-centered instruction to learner-centered models, positioning heutagogy as a framework for self-determined learning. Despite its growing prominence, the literature remains fragmented regarding its practical enactment and theoretical coherence across educational contexts. This article critically synthesizes peer-reviewed studies published between 2020 and 2025 to examine the tension between learner agency and institutional structure, and the mediating role of technology in heutagogical practice. Drawing on a systematic critical synthesis of 40 sources, the analysis identifies three interrelated themes: technological mediation, contextual specificity, and critical pedagogy. The findings indicate that while heutagogy is increasingly integrated with digital and cybergogical approaches, its effectiveness depends on learner readiness and institutional support. Moreover, applications in neurodiverse and indigenous contexts frame heutagogy as an epistemological stance that enables inclusive and transformative learning through symbiotic criticality.
Technological and Pedagogical Integration for Teaching Innovation in Higher Education
Rapid digitalization in higher education has intensified interest in teaching innovation, highlighting the complex interaction between technological tools and pedagogical approaches. This study critically examines how technological innovation and pedagogical transformation interact, considering institutional contexts and teacher agency as mediating factors. A systematic critical synthesis of 50 peer-reviewed sources published between 2020 and 2025 was conducted using a socio-technical systems framework. Findings indicate that effective teaching innovation requires more than technology adoption; it demands purposeful pedagogical redesign, supportive institutional ecosystems, and active teacher agency. Technological tools only have educational value when aligned with pedagogical objectives, while institutional culture, leadership, and resources influence sustainability. Teacher agency mediates the translation of technological potential into meaningful pedagogical outcomes. Teaching innovation is thus a socio-technical phenomenon, and sustainable innovation requires holistic strategies that prioritize pedagogical coherence, institutional support, and teacher empowerment.
Instrumentalization and Reconceptualization: Dual Pathways of Generative AI in Higher Education
The rapid integration of generative artificial intelligence (AI) in higher education constitutes a major transformation affecting pedagogy, institutional structures, and academic work. Although existing studies emphasize its potential benefits, a coherent analysis of strategic adoption pathways remains limited. This article critically synthesizes recent scholarship to examine two dominant trajectories of generative AI integration: instrumentalization and reconceptualization. Using a systematic critical synthesis of 40 scholarly publications, the analysis explores the tension between employing AI to optimize existing educational processes and leveraging it to fundamentally reimagine educational purposes, institutional models, and academic identities. The findings identify competing narratives: one emphasizing efficiency, personalization, and automation, and another highlighting epistemological shifts, platform-based university models, and challenges to democratic and ethical principles. These trajectories generate tensions in areas such as academic integrity, digital literacy, and institutional strategy. The study concludes that sustainable AI integration requires balancing pragmatic implementation with critical, mission-oriented reflection on the future role of higher education in an AI-mediated context.
Between Promise and Practice: A Critical Review of AI Implementation in Primary Education and Literacy Development
The rapid integration of artificial intelligence (AI) in primary education has transformed how young learners engage with knowledge and develop foundational literacy skills. This article critically examines AI implementation in primary education, focusing on AI literacy development, pedagogical applications, teacher preparedness, and ethical considerations across diverse contexts. A systematic critical synthesis of 40 scholarly sources published between 2023 and 2025 was conducted using thematic coding and comparative analysis. The findings reveal a clear gap between AI’s promised benefits and classroom realities. Although AI tools demonstrate potential to enhance learning engagement and literacy outcomes, their effectiveness is strongly shaped by teacher readiness, contextual factors, and unresolved ethical issues. Moreover, existing AI literacy frameworks remain fragmented and inconsistently applied across education systems. The study concludes that AI integration in primary education requires a context-sensitive approach that balances technological innovation with pedagogical quality and ethical responsibility, supported by comprehensive teacher training and inclusive literacy frameworks.
21st Century Learning Transformation: Integrating Technology for More Personalized and Effective Education
This article explores the integration of technology in 21st-century education as a driver of personalization and learning effectiveness. Using a systematic literature study with a qualitative approach, this study analyzes relevant literature from 2020 to 2025 through thematic analysis. The results of the analysis identified four main themes: (1) the role of technology in facilitating personalized learning through AI-based adaptive systems, flexible online platforms, and learning analytics; (2) the positive impact of technology on learning effectiveness, including improving learning outcomes, student engagement, and 21st century skills development; (3) challenges and opportunities in technology implementation, such as the digital divide and the potential of hybrid learning models and AI; and (4) the transformation of the role of teachers into facilitators and designers of technology-supported learning. The discussion emphasized the transformative potential of technology in education, while highlighting the challenges that need to be overcome for successful and equitable implementation. This article concludes that strategic technology integration and supported by adequate teacher professional development can create a more personalized, effective, and relevant learning environment for 21st-century students.
Copyright (c) 2025 Journal of Educational Innovation and Transformation Global
The Impact of Digital Technology on Access and Quality of Education: A Comparative Literature Review in Developing and Developed Countries
This study aims to comparatively examine the impact of digital technology on access and quality of education in developing and developed countries through a systematic literature review approach. The adoption of digital technologies has revolutionized the global education landscape, but its manifestations and implications vary significantly depending on socio-economic and infrastructural contexts. By analysing relevant scientific literature from reputable databases, the study synthesizes key findings on how digital technologies (such as e-learning platforms, artificial intelligence, big data, and mobile devices) have affected the equitable access to education, teaching and learning methods, and learner learning outcomes in both categories of countries. The results of the review show that in developed countries, digital technologies tend to focus on personalizing learning, developing 21st century skills, and administrative efficiency. In contrast, in developing countries, the top priorities lie in expanding access to education to remote areas, improving the quality of standards through digital resources, and addressing the digital divide. Nonetheless, both developing and developed countries face similar challenges related to teacher training, data security, and internal digital divides. The study concludes that while digital technologies offer great potential for educational transformation around the world, the success of their implementation is highly dependent on contextual strategies that consider infrastructure, policies, and human resource capacity. The implication of this study is the importance of developing adaptive and inclusive evidence-based education policies to maximize the potential of digital technology in creating a more equitable and quality education ecosystem globally.
The Effectiveness of Gamification-Based Learning in Science Education: A Systematic Review of Student Motivation, Engagement, and Cognitive Learning Outcomes
This systematic review aimed to analyze the effectiveness of gamification- based learning in science education, by synthesizing findings from 35 included studies. The PRISMA 2020 methodology is applied to ensure systematic and transparent article selection. The results show that gamification has a significant positive impact on students' motivation to learn, with elements such as points, badges, leaderboards, narratives, and instant feedback encouraging both intrinsic and extrinsic motivation. Additionally, gamification consistently increases student engagement in the behavioral, cognitive, and affective dimensions, creating a dynamic and interactive learning environment. Despite variation, the majority of studies indicate a positive impact of gamification on cognitive learning outcomes, including concept understanding and problem- solving skills, although its effectiveness relies heavily on pedagogically integrated gamification designs. Overall, gamification is proving to be an effective innovative approach to enrich the science learning experience and improve student learning outcomes, showing great potential for further development and implementation in the context of science education.
From Theory to Practice: Mapping Bloom's Taxonomy on Wordwall Activity Types for Comprehensive English Learning
Digital transformation in English education demands the integration of pedagogically robust technological tools. A recent study revealed a significant trend among educators, where 67% of teachers prefer to use platforms like Wordwall based on personal preference rather than deep cognitive considerations. This tendency leads to the dominance of lower-order thinking skills (LOTS) in learning English as a Foreign Language (EFL). This article responds to this urgent need by developing a systematic mapping framework that bridges the revised version of Bloom's Taxonomy with the diverse Wordwall activities through a conceptual analysis of more than 25 templates. Key findings show high adaptive potential, with 78% of templates being effectively modified to support higher-order thinking skills (HOTS), particularly at the Analyze, Evaluate, and Create levels. The instant feedback mechanism that is a hallmark of Wordwall has been empirically proven to improve students' self-monitoring skills. Furthermore, a case study of the implementation of this framework shows a 41% increase in students' metagrammatical awareness achieved through strategic modifications to Group Sort activities. In practical terms, the proposed mapping framework offers evidence-based instructional design guidance for EFL/ESL teachers to create coherent cognitive learning chains. Conceptually, this framework encourages a paradigm shift in the role of teachers from mere tool users to cognitive designers who are able to make maximum use of technology for deep pedagogical purposes.
The Effectiveness of Pedagogical Innovation in Developing the Creativity and Critical Thinking of 21st Century Students: A Systematic Literature Study
This research systematically analyzes the effectiveness of pedagogical innovations in significantly boosting students' creativity and critical thinking. Employing a rigorous systematic literature review, we meticulously examined 35 empirical articles published between 2019 and 2025. These articles were sourced from leading academic databases including Scopus, Web of Science, ERIC, PsycINFO, and Google Scholar, ensuring a comprehensive and diverse data set. Our selection process adhered to strict pre-established inclusion criteria, guaranteeing the relevance and quality of the studies analyzed. Data extraction focused on key elements such as study characteristics, specific pedagogical interventions implemented, the measurement methods employed to assess creativity and critical thinking, and the overarching key findings of each study.The subsequent data analysis involved both narrative and thematic synthesis, allowing for a deep understanding of the trends and patterns across the diverse studies. The results consistently demonstrate a positive impact of various pedagogical innovations on the development of these crucial student skills. However, the effectiveness was observed to vary considerably, largely dependent on the specific implementation design and the unique contextual factors of each educational setting. The implications of this research are profound. It underscores the vital importance of adopting and integrating innovative learning approaches into educational practices. By doing so, we can effectively equip students with the relevant 21st-century skills essential for navigating an increasingly complex world. This includes not just creativity and critical thinking, but also adaptability, problem-solving, and collaboration.