Journal Neosantara Hybrid Learning

From Teacher to Facilitator: The Role of Educators in Supporting Heutagogical Practices in Higher Education

Misbahul Khairani, Nurul Huda, Faisal Razak, Dyah Retno Wulan — Wed, 23 Apr 2025 00:00:00 +0700

The rapid evolution of educational paradigms in the 21st century has underscored the necessity for a shift from traditional teacher-centered instruction to more learner-driven approaches, such as heutagogy. Heutagogy emphasizes self-determined learning, where learners are empowered to take control of their educational journey. This study aims to explore the evolving role of educators in higher education as they transition from knowledge transmitters to facilitators of autonomous learning within heutagogical frameworks. Employing a qualitative approach, data were collected through in-depth interviews and focus group discussions involving 15 university lecturers across various disciplines. Thematic analysis revealed that educators play a pivotal role in designing flexible learning environments, fostering learner agency, and integrating digital tools to support independent learning pathways. Challenges identified include institutional constraints, limited professional development, and resistance to pedagogical change. However, the findings indicate that with proper training and institutional support, educators can effectively adapt their roles to facilitate heutagogical practices. The study concludes that the transformation of educators into facilitators is crucial for nurturing self-determined learners capable of navigating complex and dynamic knowledge landscapes.

Community-Based Social Education for Sustainable Development – An Indonesian Perspective on Collaborative Learning Models

Rithy Vann, Vicheka Rith, Suyitno Suyitno — Wed, 23 Apr 2025 00:00:00 +0700

Community-based social education plays a crucial role in fostering sustainable development, especially in countries with diverse social structures such as Indonesia. However, the implementation of collaborative learning models within this framework remains underexplored. This study aims to investigate the effectiveness of community-based social education in supporting sustainable development through the application of collaborative learning models from an Indonesian perspective. Employing a qualitative research method with a case study approach, data were collected through interviews, focus group discussions, and observations involving educators, community leaders, and learners in selected rural and urban communities. The findings reveal that collaborative learning models significantly enhance community engagement, improve critical thinking skills, and promote shared responsibility among participants. Furthermore, the integration of local wisdom and cultural values into learning processes strengthens the relevance and sustainability of educational programs. The study concludes that community-based social education, when supported by well-structured collaborative learning models, can serve as an effective strategy for achieving sustainable development goals. It emphasizes the need for policy support, capacity building, and continuous evaluation to ensure the scalability and impact of such educational initiatives.

Blockchain-Based Academic Records for Hybrid Education: Securing Digital Credentials in Global Crisis Contexts

Jelena Dordevic, Luka Stojanovi, Tamara Markovi — Wed, 23 Apr 2025 00:00:00 +0700

The COVID-19 pandemic and other global crises have exposed the fragility of traditional academic record-keeping systems, particularly in hybrid and remote education contexts. Paper-based credentials are vulnerable to disruption, loss, and forgery, while centralized digital systems often lack interoperability, transparency, and long-term security. This study investigates the application of blockchain technology for managing academic records in hybrid education settings, with a focus on ensuring secure, tamper-proof, and universally verifiable digital credentials. The research adopts a qualitative-quantitative mixed-methods approach, combining technical prototype testing with stakeholder interviews involving educators, IT administrators, and students across five countries. The blockchain-based system was evaluated based on criteria including data integrity, accessibility, user autonomy, and system scalability. Results indicate that the blockchain model ensured high data security, reduced administrative overhead, and enabled cross-border credential verification without reliance on third-party intermediaries. Participants reported increased trust in the permanence and authenticity of academic records. The study concludes that blockchain offers a resilient infrastructure for academic credentialing, particularly in times of crisis when decentralized, transparent, and immutable systems are critical for ensuring educational continuity and global mobility.

Adopting Heutagogy in Non-Formal Education: A Participatory Action Research with Community Learning Centers

Samnatha Gonzales, Carloz Fernandez, Li Wei — Wed, 23 Apr 2025 00:00:00 +0700

The rapid transformation in the demands of 21st-century competencies requires a shift in learning paradigms, particularly in non-formal education settings where learner autonomy and lifelong learning are central. Heutagogy, or self-determined learning, offers a promising approach to empower learners in community-based contexts. This study aims to explore the adoption of heutagogical principles in Community Learning Centers (CLCs) through a participatory action research (PAR) framework. The research was conducted in three CLCs across rural and urban areas, involving facilitators, learners, and community stakeholders as co-researchers. Data were collected through focus group discussions, reflective journals, and participatory observations over three action cycles. The findings reveal that implementing heutagogy in non-formal education fosters increased learner autonomy, critical reflection, and contextualized learning practices. Moreover, facilitators’ roles evolved from knowledge transmitters to learning partners, enhancing collaborative dynamics within the CLCs. The study concludes that heutagogy is not only feasible but also transformative in non-formal education, particularly when implemented through participatory and context-responsive strategies. This research contributes to expanding heutagogical practices beyond formal institutions and supports the development of learner-centered, adaptive educational models in marginalized communities.

Gamified Hybrid Learning for Neurodiverse Students: Designing Universally Accessible Instructional Models

Rachid Belhaj, Nadia Ait Ali, Ibrahim Browlahrouf — Wed, 23 Apr 2025 00:00:00 +0700

The increasing presence of neurodiverse learners in mainstream educational environments has necessitated a rethinking of instructional models to ensure equitable access and participation. Traditional pedagogical approaches often fail to accommodate the diverse cognitive profiles and sensory needs of students with conditions such as autism spectrum disorder (ASD), ADHD, and dyslexia. This study explores the design and implementation of gamified hybrid learning environments aimed at enhancing engagement, inclusivity, and learning outcomes for neurodiverse students. The primary objective is to develop universally accessible instructional models that integrate gamification principles with hybrid learning modalities. Using a design-based research methodology, the study was conducted across three inclusive secondary schools with 72 neurodiverse students over two academic terms. Data were collected through classroom observations, semi-structured interviews, and learning analytics. Results indicate that gamified hybrid learning models significantly improved students’ focus, motivation, and task completion rates, particularly when game elements were personalized to align with students' sensory preferences and learning styles. Teachers reported increased flexibility in instructional delivery and greater student participation. The study concludes that gamified hybrid instruction represents a promising pathway toward universal design for learning (UDL), supporting both academic achievement and psychological safety for neurodiverse learners.