Vol. 13 No. 1 (2025): April 2025

EDITORIAL

The April 2025 issue of the Indonesian Journal of Curriculum and Educational Technological Studies (IJCETS) presents a diverse and thought-provoking collection of research articles that reflect the evolving landscape of education in both local and global contexts. This volume features interdisciplinary studies that bridge pedagogical innovation, technology adoption, cultural identity, and learner-centred strategies, collectively contributing to the broader discourse on educational transformation in the 21st century. In this volume, we present six articles authored by scholars from Nigeria, Ethiopia, the Philippines, and Indonesia, demonstrating that our journal is internationally recognised within the global academic community.

This volume opens with a study by Amosa Isiaka Gambari et al., which examines the impact of collaborative learning in flipped classrooms on physics education retention among Nigerian secondary students. Their findings underscore the effectiveness of technology-enabled, active learning approaches in enhancing scientific understanding. Complementing this, Amsalu Molla Getahun highlights the need for teacher education reforms in Ethiopia, emphasising pedagogical competence for 21st-century skills such as global and local connectedness through culturally responsive instruction.

Technological advancement in education is further explored by Genelyn R. Baluyos and Joel Tapayan Aclao, who analyse how AI adoption, research skills, and statistical knowledge influence graduate students’ productivity in the Philippines. In Ethiopia, Mandado Gizachew investigates the correlation between study habits and academic achievement, reaffirming the value of self-regulated learning in higher education. Meanwhile, Adeyemi Adepapo and colleagues study the influence of social media on adolescents’ communication skills in Nigeria, revealing both its potential and pitfalls, and calling for targeted digital literacy interventions.

The final article by Dwi Ayu Ningrum et al. offers a phenomenological inquiry into the indigenous ecological curriculum of the Sedulur Sikep community in rural Java, Indonesia. Framed within Schiro’s social reconstructionist perspective, their study reveals a curriculum rooted in ecological consciousness and resistance to industrial exploitation. This work significantly enriches the discourse on culturally grounded curriculum development in the Indonesian educational context.

Together, these six articles reflect a wide array of pedagogical innovations and scholarly commitments to inclusivity, contextual relevance, and future-ready learning. Whether through flipped classrooms, AI-enabled research, or indigenous ecological wisdom, each contribution affirms the transformative potential of education grounded in local realities and global aspirations. We extend our sincere gratitude to the authors, reviewers, and editorial team for their dedication to maintaining scholarly excellence. We invite readers to engage critically with the research presented in this issue and to contribute further to the vibrant academic conversations shaping education today.

Editor-in-Chief
Indonesian Journal of Curriculum and Educational Technological Studies (IJCETS)
Vol. 13 No. 1 | April 2025