Leveraging EdTech in Curriculum Reform: An Evaluation Toward Sustainable Educational Outcomes
DOI:
https://doi.org/10.71392/ejip.v4i2.96Keywords:
EdTech, Curriculum Reform, Educational OutcomesAbstract
This study aims to evaluate the integration of educational technology in curriculum reform at pesantren-based vocational schools in responding to the challenges of the Industrial Revolution 4.0. The research employed a qualitative case study design. Data were collected through field observations, in-depth interviews, Focus Group Discussions, analysis of digital documents, and questionnaires administered to productive teachers and students of the Software Engineering and Computer and Network Engineering programs. The analysis process was carried out through data reduction, narrative presentation, and cross-verification among sources, using content, discourse, and interpretive analyses. The findings reveal that the use of the NOBOX.AI platform improved module completion rates by up to 73%, reduced assignment dropouts by 21%, and decreased paper usage. Industry collaboration through internships, teacher training, and teaching factory programs enhanced the relevance of students’ skills to real workplace demands. However, challenges such as limited digital infrastructure and teachers’ readiness remain significant obstacles. The implications of this study highlight the need to strengthen teacher capacity, expand equitable digital infrastructure, and ensure the sustainability of industry partnerships so that technology integration can truly foster an adaptive, relevant, and sustainable curriculum. These findings may serve as a valuable reference in formulating vocational education policies in pesantren-based contexts that are responsive to contemporary transformations.
References
Ali, M., Triyono, B., & Koehler, T. (2020). Evaluation of Indonesian Technical and Vocational Education in Addressing the Gap in Job Skills Required by Industry. Proceeding - 2020 3rd International Conference on Vocational Education and Electrical Engineering: Strengthening the Framework of Society 5.0 through Innovations in Education, Electrical, Engineering and Informatics Engineering, ICVEE 2020. https://doi.org/10.1109/ICVEE50212.2020.9243222
Baethge-Kinsky, V. (2020). Digitized Industrial Work: Requirements, Opportunities, and Problems of Competence Development. Frontiers in Sociology, 5. https://doi.org/10.3389/fsoc.2020.00033
Clarke, L., Sahin-Dikmen, M., & Winch, C. (2020). Transforming vocational education and training for nearly zero-energy building. Buildings and Cities, 1(1), 650–661. https://doi.org/10.5334/bc.56
Hambali, & Mardiya. (2023). Technology in Education; TPACK as An Approach to Becoming A Revolutionary Teacher in The Digital Age. International Journal of Research in Science, Commerce, Arts, Management and Technology, 14(2), 410–421. https://doi.org/10.48175/ijarsct-13062
Handayani, M. N., Ali, M., Wahyudin, D., & Mukhidin. (2020). Industry perceptions on the need of green skills in agribusiness vocational graduates. Journal of Technical Education and Training, 12(2), 24–33. https://doi.org/10.30880/jtet.2020.12.02.003
Hassan, R. H., Hassan, M. T., Naseer, S., Khan, Z., & Jeon, M. (2021). ICT Enabled TVET Education: A Systematic Literature Review. IEEE Access, 9, 81624–81650. https://doi.org/10.1109/ACCESS.2021.3085910
Hegerius, A., Caduff-Janosa, P., Savage, R., & Ellenius, J. (2020). E-Learning in Pharmacovigilance: An Evaluation of Microlearning-Based Modules Developed by Uppsala Monitoring Centre. Drug Safety, 43(11), 1171–1180. https://doi.org/10.1007/s40264-020-00981-w
Hotaling, L. (2021). Preparing the workforce for the new blue economy. Preparing a Workforce for the New Blue Economy: People, Products and Policies, pp. 387–405. https://doi.org/10.1016/B978-0-12-821431-2.00015-9
Insani, E., & Asy’ari, H. (2023). Program MBKM Santri sebagai Pondasi Penguatan Nilai Religius di Era Society 5.0. Tarbiyah Wa Ta’lim: Jurnal Penelitian Pendidikan Dan Pembelajaran, 10(1), 59–69. https://doi.org/10.21093/twt.v10i1.5617
Jiang, L. (2021). Virtual Reality Action Interactive Teaching Artificial Intelligence Education System. Complexity, Vol. 2021. https://doi.org/10.1155/2021/5553211
Kiesler, N., & Thorbrügge, C. (2023). Socially Responsible Programming in Computing Education and Expectations in the Profession. Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, Vol. 1, pp. 443–449. https://doi.org/10.1145/3587102.3588839
Laundon, M., McDonald, P., & Greentree, J. (2023). How education and training systems can support a digitally-enabled workforce for the manufacturing industry of the future: an exploratory study. Education and Training, 65(6–7), 909–922. https://doi.org/10.1108/ET-04-2023-0158
Manoharan, K., Dissanayake, P. B. G., Pathirana, C., Deegahawature, D., & Silva, K. D. R. R. (2022). A curriculum guide model to the next normal in developing construction supervisory training programmes. Built Environment Project and Asset Management, 12(5), 792–822. https://doi.org/10.1108/BEPAM-02-2021-0038
Napathorn, C. (2022). The development of green skills across firms in the institutional context of Thailand. Asia-Pacific Journal of Business Administration, 14(4), 539–572. https://doi.org/10.1108/APJBA-10-2020-0370
Rahman, K., & Setiawati, L. (2023). Santri MBKM ( Merdeka Belajar-Kampus Merdeka ) Program in Development Self-Student. Al-Ta’lim Journal, 30(1), 24–34. https://doi.org/10.15548/jt.v30i1.800
Ralston, S. J. (2021). Higher Education’s Microcredentialing Craze: a Postdigital-Deweyan Critique. Postdigital Science and Education, 3(1), 83–101. https://doi.org/10.1007/s42438-020-00121-8
Rosa, A. T. R., & Mujiarto. (2020). Teacher development potential (Creativity and innovation) education management in engineering training, coaching and writing works through scientific knowledge intensive knowledge based on web research in the industrial revolution and society. International Journal of Higher Education, 9(4), 161–168. https://doi.org/10.5430/ijhe.v9n4p161
Spöttl, G., & Windelband, L. (2021). The 4th industrial revolution–its impact on vocational skills. Journal of Education and Work, 34(1), 29–52. https://doi.org/10.1080/13639080.2020.1858230
Stonier, P. D., Silva, H., Boyd, A., Criscuolo, D., Gabbay, F. J., Imamura, K., … Klingmann, I. (2020). Evolution of the Development of Core Competencies in Pharmaceutical Medicine and Their Potential Use in Education and Training. Frontiers in Pharmacology, 11. https://doi.org/10.3389/fphar.2020.00282
Sutiman, S., Sofyan, H., Arifin, Z., Nurtanto, M., & Mutohhari, F. (2022). Industry and Education Practitioners’ Perceptions Regarding the Implementation of Work-Based Learning through Industrial Internship (WBL-II). International Journal of Information and Education Technology, 12(10), 1090–1097. https://doi.org/10.18178/ijiet.2022.12.10.1725
Theobald, K. A., Coyer, F. M., Henderson, A. J., Fox, R., Thomson, B. F., & McCarthy, A. L. (2021). Developing a postgraduate professional education framework for emergency nursing: a co-design approach. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-021-00560-z
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Fatimatul Husna (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
