Indonesian Journal of Teaching and Teacher Education

The Role of Educational Experiences in Shaping Work Adaptability in the Digital Era

Niki Novitasari — 2026-06-30

The rapid transformation of the digital workplace has intensified the need for adaptability as a core competence. Despite its importance, existing studies tend to treat work adaptability as an outcome variable and often overlook the processes through which it develops. In particular, the relationship between educational experience and psychological resources in shaping adaptability remains underexplored. This study employs a qualitative phenomenological approach to explore how individuals experience the development of work adaptability. Data were collected through in-depth interviews with participants who had transitioned from formal education to the workforce. The data were analysed using thematic analysis to identify patterns related to educational experiences, psychological capital, and adaptive responses. The findings indicate that educational experiences involving exploration, ambiguity, and collaborative learning contribute to the development of psychological capital, including self-efficacy, resilience, optimism, and hope. These psychological resources function as internal mechanisms that enable individuals to navigate changing work demands. Work adaptability is understood as a dynamic and ongoing process shaped by the interaction between prior learning experiences and workplace contexts. This study demonstrates that work adaptability is not a fixed competence but a developmental process rooted in educational experience and mediated by psychological capital. The findings highlight the importance of designing educational practices that foster adaptive capacity alongside knowledge acquisition, offering both theoretical and practical implications for preparing individuals in the digital era.

Indonesian EFL Undergraduates Perceptions of Intercultural Learning in a Cross-Cultural Understanding Course

Ana Elvia Jakfar — 2026-06-30

English language learners are expected to interact with people from a variety of cultural backgrounds in the globalized world. As a result, intercultural competency is now a crucial part of teaching English as a foreign language (EFL). This study investigates how EFL students view the contribution of Cross-Cultural Understanding (CCU) classes to the development of intercultural competency. 10 undergraduate EFL students who had enrolled in a CCU course at Universitas Teuku Umar participated in semi-structured interviews to gather data using a qualitative method. The results show that CCU courses improve students' understanding of cultural diversity, empathy, openness, communication skills, and cultural awareness. In addition, students claimed that conversations in the classroom and exposure to real cultural activities helped them challenge stereotypes and develop more positive views toward different cultures. According to the study's findings, CCU courses are crucial in helping EFL students develop intercultural competency and get ready for global communication.

The TikTokization of Islamic Knowledge Transforming Religious Education and Digital Authority among Generation Z in Aceh

Putri Rahmah Nur Hakim — 2026-06-30

This study examines the TikTokization of Islamic knowledge among Generation Z in Aceh, focusing on the transformation of TikTok from an entertainment platform into an alternative space for religious education and the reconstruction of religious authority in the digital era. This qualitative study employed a phenomenological approach involving 10-12 Generation Z informants in Aceh, including school students, university students, young workers, santri, and Islamic boarding school alumni. Primary data were collected through in-depth interviews and digital observation, while secondary data were obtained through documentation of relevant TikTok content. The data were analyzed thematically through coding, categorization, comparison, and triangulation. The findings reveal that TikTok has transformed from a predominantly entertainment-oriented platform into an alternative source of Islamic knowledge. The short-form and algorithmically distributed nature of its content has also produced fragmented, personalized, and need-based patterns of religious learning, conceptualized in this study as Micro Islamic Education . Furthermore, religious authority is increasingly negotiated through the interaction between institutional scholarly legitimacy, digital popularity, audience engagement, and algorithmic visibility. This study is limited to Generation Z in Aceh and does not examine the long-term effects of TikTok based religious learning. The findings imply the need for Islamic educational institutions and religious actors to strengthen digital religious literacy and develop credible, contextual, and youth oriented content. The originality of this study lies in introducing the concepts of TikTokized Islamic Knowledge and Micro Islamic Education to explain the transformation of religious learning and authority within an algorithmic platform environment.

Imbalanced Counselor Rations and Their Implications for individual Counseling Services in the Merdeka Curriculum Era

Nabila Sarah Setiawan Nabila — 2026-06-30

Individual counseling services are vital for supporting student development, especially in the era of the Independent Curriculum, which emphasizes student autonomy. At SMA Negeri 1 Rancah, despite the limited number of guidance counselors, teachers are expected to provide effective counseling services. This study examines how guidance counselors optimize individual counseling services amidst an imbalanced teacher-to-student ratio. The objectives are to describe service optimization strategies, identify driving factors, and analyze their implications in the Independent Curriculum context. A qualitative case study approach was employed, using observations, interviews, and document analysis, followed by descriptive analysis. Findings reveal that guidance counselors employ strategies such as collaboration with homeroom teachers, flexible service delivery, personalized and informal approaches, and responsiveness to student needs. Key driving factors include communication and synergy among educators, accessibility, adaptive methods, teacher experience, and institutional support. These practices result in enhanced student self-development, positive behavioral changes, increased service effectiveness, and strengthened student trust and sense of security. The study concludes that individual counseling services can remain effective despite an imbalanced teacher-to-student ratio through personalized approaches and collaboration with various school stakeholders. Further comparative research across schools is recommended to expand understanding and contribute to the field of educational counseling.