International Conference in Education and Vocation: Multicultural and Inclusive Approaches
type: channel
description: The International Conference in Education and Vocation: Multicultural and Inclusive Approaches (ICEV-MIA) 2026 serves as a collaborative platform for educators, researchers, policymakers, practitioners, and students to explore innovative strategies and solutions to address global challenges in education and vocational training. Building on the success of previous conferences, ICEV-MIA 2026 embraces the theme "Global Challenges in Education and Vocation: Bridging the Gap with Multicultural and Inclusive Approaches", which highlights inclusive approaches in education and vocational training for learners from diverse cultural backgrounds. The theme focuses on adapting teaching methods to be inclusive and relevant, particularly in multicultural contexts, while emphasizing the importance of equitable education for all.
publisher: Universitas Lancang Kuning
language: en
publication name: International Conference in Education and Vocation: Multicultural and Inclusive Approaches
items: STUDENTS’ DEPENDENCY ON ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW
items: THE LEVEL OF SOCIAL SUPPORT FROM STUDENTS WITHOUT SPECIAL NEEDS TOWARD STUDENTS WITH SPECIAL NEEDS IN SCHOOLS IN RIAU PROVINCE AND ITS IMPLICATIONS FOR GUIDANCE AND COUNSELING SERVICES
items: STRENGTHS-BASED GROUP PSYCHOEDUCATION WITH INCLUSIVE PRINCIPLES TO DEVELOP UNIVERSITY STUDENTS' SELF-DETERMINATION
items: THE EFFECTIVENESS OF THE CAMPUS EMERGENCY RESPONSE SYSTEM FROM THE PERSPECTIVE OF BACHELOR OF APPLIED SCIENCE IN OCCUPATIONAL SAFETY AND HEALTH STUDENTS
items: THE EFFECTIVENESS OF THE OCCUPATIONAL SAFETY AND HEALTH (OSH) COMMUNICATION AND PROMOTION COURSE IN IMPROVING SAFETY BEHAVIOR AMONG OCCUPATIONAL SAFETY AND HEALTH STUDENTS
items: UNVEILING LANCANG KUNING UNIVERSITY STUDENTS’ PERCEPTIONS TO SUPPORT ACADEMIC WRITING THROUGH AI CHATBOTS
items: THE EFFECTIVENESS OF BUSY BOOK MEDIA IN IMPROVING THE ABILITY TORECOGNIZE NUMBER SYMBOLS 1 TO 5 AMONG CHILDREN WITHMILD INTELLECTUAL DISABILITIES
items: THE EFFECT OF BIOLOGICAL RISK LITERACY ON THE HYGIENE BEHAVIOR OF OCCUPATIONAL SAFETY AND HEALTH VOCATIONAL STUDENTS
items: STUDENTS’ PERCEPTIONS OF ICT INTEGRATION IN LEARNING ARGUMENTATIVE TEXT IN MAN 2 MODEL KOTA PEKANBARU
items: A STUDY OF NATURAL LIGHTING EFFICIENCY AS A SUSTAINABILITY INDICATOR
items: NAVIGATING CULTURAL DIVERSITY IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES ON CHALLENGES AND PEDAGOGICAL STRATEGIES
items: MULTICULTURAL, INCLUSIVE, AND CULTURALLY DIVERSE EDUCATION THROUGH A LIVING CURRICULUM: A CASE STUDY IN GREEN SCHOOL BALI
items: INNOVATION AND TECHNOLOGY IN EDUCATION
items: THE EFFECTIVENESS OF THE TRADITIONAL ENGKLEK GAME IN IMPROVING SENSORY INTEGRATION SKILLS IN CHILDREN WITH AUTISM
items: STRATEGY OF GUIDANCE AND COUNSELING SERVICES IN DEVELOPING STUDENTS SELF-RESILIENCE IN HIGHER EDUCATION
items: A CORRELATION BETWEEN ONLINE INDEPENDENT LEARNING AND PEDAGOGICAL SELF-EFFICACY AMONG PRE-SERVICE TEACHERS OF ENGLISH
items: ANALYZING USE OF TECHNOLOGY-ASSISTED LANGUAGE LEARNING AND THE EFFECT ON STUDENTS’ ENGLISH SPEAKING SKILLS
items: THE EFFECT OF IMPLEMENTING AN INDUSTRY-BASED LEARNING MODEL ON EFI ENGINE TUNE-UP COMPETENCE IN AUTOMOTIVE VOCATIONAL HIGH SCHOOLS
items: BLENDED LEARNING TRENDS, THEMES, AND FUTURE DIRECTIONS: A BIBLIOMETRIC ANALYSIS 2019-2024
items: THE ROLE OF GUIDANCE AND COUNSELING IN THE SELF-ADJUSTMENT OF CHILDREN WITH SPECIAL NEEDS IN HIGH SCHOOL LEVEL INCLUSION SCHOOLS IN PEKANBARU CITY
items: THE CORRELATION BETWEEN PRESERVICE TEACHERS’ CREATIVITY AS A PART OF 4C SKILLS AND WRITING PERFORMANCE AT ENGLISH LANGUAGE EDUCATION
items: ANALYSIS OF THE POTENTIAL OF LOCAL WISDOM OF LUBUK LARANGAN IN SUNGAI SALAK, RAMBAH SAMO DISTRICT, AS A BIOLOGY LEARNING RESOURCE
items: LEVEL OF SELF MEDICATION KNOWLEDGE OF CHILDREN FEVER AMONG PARENTS IN RIAU
items: ENGLISH TEACHERS’ PERCEPTIONS OF DEEP LEARNING IN SENIOR HIGH SCHOOLS IN PEKANBARU
items: THE ROLE OF MACHINE TRANSLATION IN ENHANCING ENGLISH LANGUAGE EDUCATION PROGRAM STUDENTS’ TRANSLATION PERFORMANCE AT UNIVERSITAS LANCANG KUNING
items: TRANSFORMING TRADITIONAL INSTRUCTION: EXAMINING STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM IN A DIGITAL LITERACY ERA
items: THE CORRELATION BETWEEN ACADEMIC SELF-EFFICACY AND STUDENTS’ HIGHER-ORDER THINKING SKILLS IN READING COMPREHENSION AT UNIVERSITAS LANCANG KUNING
items: AI ABUSE BREAKS THE STRONG BELIEF IN THE POWER OF CRITICAL THINKING: THE PHENOMENON AMONG UNIVERSITY STUDENTS IN ACADEMIC WRITING
items: BRIEF CAREER COUNSELING AS A PEDAGOGICAL STRATEGY TO FOSTER PLANNED HAPPENSTANCE SKILLS IN HIGHER EDUCATION
items: EFFORTS TO REDUCE FLAPPING-TYPE STIMMING BEHAVIOR THROUGH SENSORY INTEGRATION THERAPY WITH BRUSHING TECHNIQUES IN GRADE 2 AUTISTIC CHILDREN AT KASIH IBU SPECIAL NEEDS SCHOOL

STUDENTS’ DEPENDENCY ON ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW
type: item
description: The rapid development of artificial intelligence (AI) has significantly transformed higher education, particularly in supporting learning processes and academic tasks. However, alongside its benefits, concerns have emerged regarding students’ increasing dependency on AI technologies. This study aims to analyze the use of AI in higher education and examine the extent and implications of student dependency on AI. Employing a Systematic Literature Review (SLR) design, this research synthesizes findings from 23 peer-reviewed international journal articles published between 2019 and 2024. Data were collected from major academic databases and analyzed using a thematic analysis approach to identify key patterns related to AI usage and dependency in learning contexts. The findings reveal that AI provides substantial advantages, including enhanced learning efficiency, improved access to academic resources, and support in understanding complex concepts. However, the study also identifies a growing trend of students relying on AI as a primary tool for completing academic tasks, which may reduce critical thinking, academic independence, and engagement in deeper learning processes. Furthermore, issues related to academic integrity and assessment authenticity have become increasingly prominent. This study contributes to the literature by offering a comprehensive synthesis of both the benefits and risks of AI integration in higher education, emphasizing the need for balanced use. It suggests that clear academic policies and ethical guidelines are essential to ensure that AI functions as a supportive learning tool rather than a substitute for students’ intellectual development.
subject: Articles
  topic: section
subject: artificial intelligence; higher education; student dependency; learning process; systematic literature review
  topic: keywords
creator: Yulia Regi Magdalena
creator: Yendra Yendra
creator: Melvina Melvina
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-16
publication date: 2026-06-16
starting page: 873
ending page: 881

THE LEVEL OF SOCIAL SUPPORT FROM STUDENTS WITHOUT SPECIAL NEEDS TOWARD STUDENTS WITH SPECIAL NEEDS IN SCHOOLS IN RIAU PROVINCE AND ITS IMPLICATIONS FOR GUIDANCE AND COUNSELING SERVICES
type: item
description: Inclusive education requires a learning environment that not only provides access to education but also fosters positive social interaction among all students, including children with special needs (ABK). However, field observations indicate that social support from non ABK students toward ABK students remains suboptimal, potentially hindering their social and academic adaptation. This study aims to analyze the level of social support provided by non ABK students to ABK students in Riau Province and to formulate its implications for guidance and counseling services. This study employs a quantitative approach using a survey method. The study sample consisted of 121 non ABK students selected through purposive sampling, with criteria including enrollment in an inclusive school and having direct interaction with ABK students. Data collection was conducted through the distribution of an online questionnaire using Google Forms. The instrument was designed based on Sarafino’s social support theory, which encompasses five dimensions: emotional, esteem, instrumental, informational, and social group. Data were analyzed using descriptive statistics. The results of the study indicate that the overall level of social support from non ABK students toward ABK reached 84.12%, though there were variations across each dimension. Informational support had the lowest average score, at 16.66 or 83.31%, indicating a lack of information provision, guidance, and problem-solving assistance for ABK students. Consequently, there is a need to strengthen guidance and counseling services focused on enhancing empathy, communication, and informative support skills in inclusive schools.
subject: Articles
  topic: section
subject: Inclusive Education, Social Support, Without Children with Special Needs (non ABK), Children with Special Needs (ABK), Guidance and Counseling
  topic: keywords
creator: Najwa Mufidah
creator: Ayumi Widya Khalista
creator: Fhatiya Pulungan
creator: Lathifah Lathifah
creator: Lilla Tasya
creator: Syadila Indah Dwiputri
creator: Isnaria Rizki Hayati
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-16
publication date: 2026-06-16
starting page: 863
ending page: 872

STRENGTHS-BASED GROUP PSYCHOEDUCATION WITH INCLUSIVE PRINCIPLES TO DEVELOP UNIVERSITY STUDENTS' SELF-DETERMINATION
type: item
description: Inclusive higher education requires support systems that enable students with diverse abilities and learning needs to participate meaningfully and to act as agents in their academic, social, and career development. Although inclusive policies have expanded access, access alone does not automatically strengthen students' self-determination. Many students still experience difficulty in making choices, regulating behaviour, expressing needs, building confidence, and using self-knowledge to plan meaningful goals. This conceptual article, refines a model of Strengths-Based Group Psychoeducation with Inclusive Principles to develop university students' self-determination. The model synthesizes Causal Agency Theory and the functional model of self-determination, strengths-based counselling, psychoeducational group practice, and inclusive education principles. Psychoeducation is positioned as the intervention structure, strengths-based processes as the core developmental activities, and inclusive principles as the ethical and contextual foundation. The model targets four essential characteristics of self-determined behaviour: autonomy, self-regulation, psychological empowerment, and self-realization. It operates through five core processes: inclusive group alliance, strengths assessment and SWOB analysis, exploration of hopes and personally meaningful goals, strengths-based action planning, and construction of a positive self-identity. The article contributes to guidance and counselling by offering a theoretically coherent and practically applicable framework for developing student agency in inclusive higher education.
subject: Articles
  topic: section
subject: strengths-based counselling; group psychoeducation; inclusive education; self-determination; higher education
  topic: keywords
creator: Ledya Oktavia Liza
creator: Ahman Ahman
creator: Nandang Rusamana
creator: Yuyus Suherman
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-06
publication date: 2026-06-06
starting page: 852
ending page: 862

THE EFFECTIVENESS OF THE CAMPUS EMERGENCY RESPONSE SYSTEM FROM THE PERSPECTIVE OF BACHELOR OF APPLIED SCIENCE IN OCCUPATIONAL SAFETY AND HEALTH STUDENTS
type: item
description: The campus emergency response system is an essential component of safety management aimed at minimizing injuries, losses, and panic during emergency situations such as fires, earthquakes, accidents, or other crises. This system includes written policies, standard operating procedures (SOPs), evacuation routes, assembly points, emergency facilities and equipment, response teams, and coordinated crisis communication mechanisms. The effectiveness of an emergency response system is not solely determined by the availability of documented procedures but also by the level of awareness, understanding, and preparedness of the academic community in implementing them. This study aims to analyze the effectiveness of the campus emergency response system from the perspective of students enrolled in the Bachelor of Applied Science in Occupational Safety and Health (OSH) program, as they possess foundational competencies in safety management. The research employed a quantitative approach with a descriptive-analytic design. Respondents were selected using a total sampling technique. Data were collected through a structured questionnaire measuring perceptions of policy implementation, emergency facilities, training and socialization programs, evacuation simulations, and system readiness. Data analysis was conducted using descriptive and inferential statistical methods to assess the perceived effectiveness of the system. The expected outcomes of this study include a comprehensive evaluation of the campus emergency response system’s effectiveness and strategic recommendations to strengthen campus resilience and promote a sustainable safety culture within higher education institutions.
subject: Articles
  topic: section
subject: Emergency response system, Campus safety, Emergency preparedness, Occupational Safety and Health Students, Safety Management, Safety Culture.
  topic: keywords
creator: Rio Animenendra
creator: Syakhila Pradhani
creator: Reni Mutiara
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-06
publication date: 2026-06-06
starting page: 845
ending page: 851

THE EFFECTIVENESS OF THE OCCUPATIONAL SAFETY AND HEALTH (OSH) COMMUNICATION AND PROMOTION COURSE IN IMPROVING SAFETY BEHAVIOR AMONG OCCUPATIONAL SAFETY AND HEALTH STUDENTS
type: item
description: The development of safety behavior is a fundamental objective in Occupational Safety and Health (OSH) education, as students are prepared to become future safety professionals and agents of change in the workplace. The OSH Communication and Promotion course plays a strategic role in fostering safety values, attitudes, and behaviors through persuasive and educational communication approaches. This study aims to analyze the effectiveness of the OSH Communication and Promotion course in improving the safety behavior of Occupational Safety and Health students. This research employed a quantitative approach using a quasi-experimental design with a one-group pretest–posttest model. In this design, students’ safety behavior was measured before and after participating in the course, without a control group. The respondents consisted of OSH students enrolled in the course during the current semester. Data were collected using a structured questionnaire assessing two primary dimensions of safety behavior: safety compliance (adherence to safety procedures) and safety participation (active involvement in safety-related activities). Data analysis was conducted using a paired sample t-test to determine significant differences between pretest and posttest scores.The findings indicate a significant improvement in students’ safety behavior after completing the course. These results suggest that communication-based learning, participatory discussions, and practical safety promotion activities effectively enhance safety behavior and strengthen students safety mindset as prospective OSH professionals.
subject: Articles
  topic: section
subject: Occupational Safety and Health (OSH), safety behavior, safety compliance, safety participation, communication-based learning, safety promotion.
  topic: keywords
creator: Syakhila Pradhani
creator: Reni Mutiara
creator: Rio Animenendra
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-06
publication date: 2026-06-06
starting page: 836
ending page: 844

UNVEILING LANCANG KUNING UNIVERSITY STUDENTS’ PERCEPTIONS TO SUPPORT ACADEMIC WRITING THROUGH AI CHATBOTS
type: item
description: The ability to master English facilitates intercultural interactions and becomes a much-needed skill in various professional fields. Especially in the academic context of students who study English as a Foreign Language (EFL). This study aims to identify the Lancang Kuning university students’ perceptions toward the use of AI chatbots in supporting academic writing. This study employed quantitative approach to ascertain and delineate the students’ perceptions to support academic writing among EFL students and by administered questionnaire to 23 participants. To discover the relationship between students' perceptions and their writing ability, an essay writing task and rubric-based assessment were administered to the students. After analysis using SPSS, a significant correlation was found between perceptions and academic writing ability. The analysis results showed a correlation coefficient value of r = 0.527 with a significance value of 0.010. The significance value is <0.05., H₀ is rejected and H₁ is accepted. A positive correlation coefficient value indicates that the higher students' perceptions of AI chatbots, the higher their academic writing skills. In addition, a correlation value of 0.527 indicates a positive relationship at a moderate level (moderate correlation). Furthermore, this study provides an empirical overview of the dynamics of AI use in the early stages of its adoption in the local academic environment.
subject: Articles
  topic: section
subject: AI chatbots, EFL students, academic writing, perception
  topic: keywords
creator: Mutia Sari Nursafira
creator: Jismulatif Jismulatif
creator: Supriusman Supriusman
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-06
publication date: 2026-06-06
starting page: 828
ending page: 835

THE EFFECTIVENESS OF BUSY BOOK MEDIA IN IMPROVING THE ABILITY TORECOGNIZE NUMBER SYMBOLS 1 TO 5 AMONG CHILDREN WITHMILD INTELLECTUAL DISABILITIES
type: item
description: This study aimed to determine whether busy book media is effective in improving the ability to recognize number symbols from 1 to 5 among children with mild intellectual disabilities. The study employed an experimental method using a Single Subject Research (SSR) design with an A-B-A format. Data were analyzed using visual graph analysis. The results of data analysis from 17 observation sessions conducted under three conditions showed that the baseline phase (A1) yielded scores of 0%, 0%, and 0%. During the intervention phase (B), the scores increased to 20%, 20%, 40%, 60%, 40%, 60%, 60%, and 60%. Finally, in the second baseline phase (A2), the scores were 40%, 60%, 80%, 60%, 60%, and 60%. The findings indicate that the ability to recognize number symbols from 1 to 5 improved after the implementation of busy book media for a student with mild intellectual disabilities in Grade I/C at SLBN 1 Painan.
subject: Articles
  topic: section
subject: busy book
  topic: keywords
subject: mengenal lambang bilangan
  topic: keywords
subject: anak tunagrahita ringan
  topic: keywords
creator: Peby Tri Hartati
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 447
ending page: 457

THE EFFECT OF BIOLOGICAL RISK LITERACY ON THE HYGIENE BEHAVIOR OF OCCUPATIONAL SAFETY AND HEALTH VOCATIONAL STUDENTS
type: item
description: Biological risks are one of the main hazards in Occupational Safety and Health (OHS) practices, particularly in practice-based vocational learning that demands consistent hygiene behavior. This study aims to analyze the effect of biological risk literacy on the hygiene behavior of Occupational Safety and Health vocational students. The study used a quantitative approach with a cross-sectional design on 32 students selected through proportional random sampling. Data were collected using a structured questionnaire that had been tested for validity and reliability, then analyzed using simple linear regression at a significance level of 0.05. The results showed that biological risk literacy significantly influenced student hygiene behavior (p < 0.05), contributing 5% to the variation in hygiene behavior. Students with better biological risk literacy tended to demonstrate more optimal hygiene practices, including adherence to hand hygiene, use of personal protective equipment, and biological waste management. These findings underscore the importance of strengthening biological risk literacy through practical application in the vocational occupational health and safety (K3) curriculum to foster sustainable preventive behaviors.
subject: Articles
  topic: section
subject: biological risk literacy
  topic: keywords
subject: hygiene behavior
  topic: keywords
subject: vocational students
  topic: keywords
subject: occupational safety and health
  topic: keywords
creator: Santhy Syafriani
creator: Irham Ansya
creator: Muhammad Toyeb
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 646
ending page: 652

STUDENTS’ PERCEPTIONS OF ICT INTEGRATION IN LEARNING ARGUMENTATIVE TEXT IN MAN 2 MODEL KOTA PEKANBARU
type: item
description: The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) learning has become increasingly important in modern education. In learning argumentative text, students are required to think critically, construct logical arguments, and organize ideas clearly. The use of digital technology is considered helpful in supporting this learning process. However, the effectiveness of ICT integration largely depends on how students perceive its usefulness and ease of use. Therefore, this study aims to investigate students’ perceptions of ICT integration in learning argumentative text at MAN 2 Model Kota Pekanbaru. This research employed a quantitative descriptive design. The participants were 72 eleventh-grade students in the 2025/2026 academic year. Data were collected through a 30-item questionnaire using a five-point Likert scale distributed via Google Forms. The instrument focused on three main indicators: perceived usefulness, perceived ease of use, and student engagement. The data were analyzed using descriptive statistics, particularly mean and standard deviation, with the help of SPSS version 26. The findings show that students generally have positive perceptions toward ICT integration, with an overall mean score of 3.60, which falls into the high category. Among the indicators, perceived usefulness obtained the highest mean score (3.65), followed by perceived ease of use (3.60) and student engagement (3.54). These results indicate that students believe ICT helps them understand learning materials, access information more easily, and participate more actively in learning activities. In conclusion, ICT integration contributes positively to students’ learning experiences in argumentative text within the EFL classroom and can support the development of students’ engagement and writing skills.
subject: Articles
  topic: section
subject: Argumentative Text
  topic: keywords
subject: EFL
  topic: keywords
subject: ICT Integration
  topic: keywords
subject: Students’ Perceptions
  topic: keywords
creator: Muhammad Risky
creator: M. Fadhly Farhy Abbas
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 628
ending page: 645

A STUDY OF NATURAL LIGHTING EFFICIENCY AS A SUSTAINABILITY INDICATOR
type: item
description: This functional change significantly alters the building's spatial configuration, including façade orientation, opening positions, and interior spatial layout, which in turn directly affects the quality of daylighting within the building. This study aims to examine daylighting efficiency in type-36 houses converted to commercial use as a primary sustainability indicator. The methods employed combine field measurements using a lux meter at representative sampling points, daylighting simulation using Dialux Evo software, and comparative analysis against the SNI 03-6575-2001 illuminance standard — used as a minimum visual comfort reference despite being originally intended for artificial lighting — and GBCI as the sustainability target. Three sample converted buildings in a middle-class residential area in Pekanbaru City, with varying building orientations relative to the sun, were selected as research objects. Analysis showed that façade modifications, primarily the closure of original window openings and the addition of massive commercial signage, reduced the effective opening area to below 10% of the floor area. Simulation results showed interior illuminance levels ranging from 50–180 lux at peak daytime hours, far below the 250 lux standard (SNI baseline) and 300–500 lux (GBCI target) required for commercial spaces. Consequently, 72% of the converted buildings failed to meet the minimum SNI 03-6575-2001 illuminance standard, and none met the GBCI requirements (at least 30% of work area ≥300 lux or DF ≥2%), resulting in heavy dependence on artificial lighting and inefficient electricity consumption. Based on these findings, the study recommends daylighting retrofitting strategies tailored to spatial constraints, such as the application of light shelves, modular skylights, and transparent materials on vertical partitions to improve the daylight factor without compromising privacy and commercial function. These findings are expected to contribute to the development of…
subject: Articles
  topic: section
subject: type-36 house
  topic: keywords
subject: daylighting
  topic: keywords
subject: sustainability
  topic: keywords
subject: daylight factor
  topic: keywords
creator: Andrie Herdiansyah
creator: Hilma Tamiami Fachrudin
creator: Siti Hajar Misnan
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 610
ending page: 627

NAVIGATING CULTURAL DIVERSITY IN EFL CLASSROOMS: TEACHERS’ PERSPECTIVES ON CHALLENGES AND PEDAGOGICAL STRATEGIES
type: item
description: This study examines the challenges and pedagogical strategies involved in navigating cultural diversity in English as a Foreign Language (EFL) classes from teachers' perspectives. Teachers are under growing pressure to manage a variety of language, cultural, and social backgrounds while preserving efficient teaching and learning procedures as multicultural student populations continue to expand. The purpose of this study is to investigate the main challenges teachers face and the strategies they use to create inclusive and effective learning environments. Semi-structured interviews and classroom observations with EFL instructors from higher education settings were used in this qualitative method. To find trends in intercultural communication, classroom management, and teaching methods, the data were subjected to thematic analysis. The results show that teachers face a variety of challenges, including disparities in student participation, cultural misconceptions, communication methods, and language proficiency. These problems frequently affect both the overall effectiveness of collaborative learning and student engagement. Teachers exhibit adaptive pedagogical practices despite these obstacles, such as using culturally responsive teaching, fostering collaborative learning, modifying instructional resources, and encouraging respect among students. To promote meaningful engagement and minimize potential tensions in multicultural classrooms, teachers' intercultural knowledge and adaptability are crucial. By offering empirical insights into instructors' lived experiences, this study advances the fields of EFL and multicultural education. The results have important implications for developing inclusive teaching strategies and improving teacher readiness in culturally diverse classrooms.
subject: Articles
  topic: section
subject: Cultural diversity
  topic: keywords
subject: EFL classrooms
  topic: keywords
subject: teachers’ perspectives
  topic: keywords
subject: pedagogical strategies
  topic: keywords
subject: multicultural education
  topic: keywords
creator: Ida Bagus Nyoman Mantra
creator: Ida Ayu Made Sri Widiastuti
creator: Ida Ayu Praba Iswari Dewi
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 596
ending page: 609

MULTICULTURAL, INCLUSIVE, AND CULTURALLY DIVERSE EDUCATION THROUGH A LIVING CURRICULUM: A CASE STUDY IN GREEN SCHOOL BALI
type: item
description: Increasing cultural heterogeneity in contemporary education systems poses significant challenges for developing curriculum policy that is simultaneously multicultural, inclusive, and contextually responsive. Existing approaches often remain fragmented, treating diversity, inclusion, and sustainability education as separate domains while insufficiently incorporating local knowledge systems. This study examines how a living curriculum model implemented by Green School Bali contributes to the reconceptualization of curriculum policy as an eco-spiritual and adaptive curriculum framework. A qualitative case study design was employed at Green School Bali. Data collection involved in-depth interviews with curriculum leaders and educators and analyzed using thematic analysis to identify patterns in governance, pedagogical practices, and the integration of cultural and ecological values within environmental education. The findings suggest that the curriculum operates as a dynamic and adaptive system characterized by strong teacher agency and continuous engagement with environmental and community contexts. Learning processes emphasize experiential and place-based learning, fostering intercultural understanding and inclusive participation. Local philosophical frameworks, including Tri Hita Karana and Sad Kerthi, are embedded in practice, integrating spiritual, social, and ecological dimensions. This approach supports holistic learner development, including cultural awareness, environmental responsibility, and ethical engagement. Despite these strengths, challenges remain in maintaining curriculum coherence, addressing linguistic diversity, and ensuring consistency within decentralized governance contexts. This study advances an eco-spiritual and adaptive framework for curriculum policy, offering a context-sensitive model for strengthening multicultural, inclusive, and sustainability-oriented education.
subject: Articles
  topic: section
subject: Multicultural Education, Inclusive Pedagogy, Adaptive Curriculum; Eco-Spiritual Education; Decolonial Knowledge Frameworks
  topic: keywords
creator: Candrawati, P.
creator: Murtini, N.M.W.
creator: Febriyanti, A.N.P.
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 749
ending page: 760

INNOVATION AND TECHNOLOGY IN EDUCATION
type: item
description: Innovation is the process of improving the quality of life and overall human progress. Innovation is an idea or method developed to solve a specific problem, and thus, innovation can be said to be subjective and specific. Innovation in education, particularly in technology-based learning, is key to improving the quality of education and meeting the evolving needs of students in today's increasingly advanced digital era, while simultaneously expanding access to education and creating more effective and engaging learning methods. 21st-century or digital age education standards for teachers and students are inseparable from the application of technology in learning. Therefore, teachers must possess competencies related to the use of digital technology, which is transforming education today. Technology has become a key driver of transformation in the world of education. This change is evident in various aspects, from learning methods to educational management.
subject: Articles
  topic: section
subject: Innovation and technology
  topic: keywords
subject: digital technology
  topic: keywords
subject: education
  topic: keywords
subject: technology-based learning
  topic: keywords
subject: Technology in Education
  topic: keywords
creator: Annela Rahma Syahrul
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 778
ending page: 782

THE EFFECTIVENESS OF THE TRADITIONAL ENGKLEK GAME IN IMPROVING SENSORY INTEGRATION SKILLS IN CHILDREN WITH AUTISM
type: item
description: Children with autism often experience obstacles in sensory integration, especially in the tactile aspect, which is characterized by an avoidant response to touch stimuli. This study aims to determine the effectiveness of the traditional hopscotch game modified with a textured surface as an intervention to improve tactile sensory integration skills in children with autism. This study used the Single Subject Research (SSR) method with an A–B–A design consisting of a baseline phase (A1), intervention (B), and baseline (A2), which was carried out in 12 sessions with one research subject. Data collection was carried out through structured observations of children's abilities in stepping on textured surfaces and maintaining foot contact for a certain duration. Data were analyzed using visual analytic techniques to examine changes in direction, level, and stability between phases. The results showed a gradual increase in tactile sensory integration abilities during the intervention phase, with scores reaching 83.3 % and exceeding the minimum criterion of 70%. Although there was a decline in the final baseline phase, abilities did not return to baseline, indicating a sustained intervention effect. These findings indicate that the traditional textured hopscotch game is effective in improving tactile sensory integration abilities through a combination of sensory stimulation and meaningful and enjoyable motor activities. This research contributes to the development of culturally relevant, contextually relevant, and applicable play-based sensory interventions for children with autism.
subject: Articles
  topic: section
subject: Sensory Integration
  topic: keywords
subject: Tactile
  topic: keywords
subject: Traditional Engklek Game
  topic: keywords
subject: Autism
  topic: keywords
subject: Single Subject Research
  topic: keywords
creator: Indah Putri Dayana
creator: Nisaul Hasanah
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 769
ending page: 777

STRATEGY OF GUIDANCE AND COUNSELING SERVICES IN DEVELOPING STUDENTS SELF-RESILIENCE IN HIGHER EDUCATION
type: item
description: The increasing academic demands and socio-cultural challenges in higher education have made students more vulnerable to stress, anxiety, and low adaptability, highlighting the importance of self-resilience as a crucial psychological capacity. However, many students still lack the ability to cope effectively with academic pressures and diverse campus environments. This study aims to explore and analyze the strategies of guidance and counseling services in developing students’ self-resilience in higher education. This research employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations, and documentation involving counseling lecturers and students at a university. The data were analyzed using thematic analysis to identify key patterns and strategies implemented in counseling services. The findings indicate that effective strategies include preventive, developmental, and remedial counseling services, the integration of multicultural approaches, and the use of both face-to-face and digital counseling methods. These strategies contribute significantly to enhancing students’ ability to adapt, manage stress, and maintain psychological well-being. The study contributes to the development of a more comprehensive and context-based counseling service model that supports student resilience in diverse higher education settings.
subject: Articles
  topic: section
subject: guidance and counseling
  topic: keywords
subject: self-resilience
  topic: keywords
subject: higher education
  topic: keywords
subject: counseling strategies
  topic: keywords
subject: student well-being
  topic: keywords
creator: Renatha Ernawati
creator: Dwi Yuwono Puji Sugiharto
creator: Heru Mugiarso
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 761
ending page: 768

A CORRELATION BETWEEN ONLINE INDEPENDENT LEARNING AND PEDAGOGICAL SELF-EFFICACY AMONG PRE-SERVICE TEACHERS OF ENGLISH
type: item
description: Online learning requires pre service teachers to develop a high level of learning independence in order to manage the learning process effectively. In teacher education contexts, Online Independent Learning plays an important role in shaping Pedagogical Self Efficacy, which refers to students‟ beliefs in their ability to plan, implement, and evaluate instructional activities. This study aims to examine the correlation between Online Independent Learning and Pedagogical Self Efficacy among pre service teachers in the English Education Study Program, Faculty of Teacher Training and Education, Universitas Lancang Kuning.This study employed a quantitative correlational design involving 55 students as respondents. Data were collected using Online Independent Learning and Pedagogical Self Efficacy questionnaires and analyzed using Spearman Rank Correlation because the data were not normally distributed. The results showed a significance value of 0.000 < 0.05 with a correlation coefficient of 0.769, indicating a positive and strong correlation between the two variables. These findings confirm that higher levels of online independent learning are associated with higher levels of pedagogical self efficacy, highlighting the importance of strengthening learning independence in online learning environments to support the pedagogical competence development of pre service teachers.
subject: Articles
  topic: section
subject: Online Independent Learning, Pedagogical Self Efficacy, Pre Service Teachers
  topic: keywords
creator: Dela Winata Raja Gukguk
creator: Refika Andriani
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 737
ending page: 748

ANALYZING USE OF TECHNOLOGY-ASSISTED LANGUAGE LEARNING AND THE EFFECT ON STUDENTS’ ENGLISH SPEAKING SKILLS
type: item
description: English speaking skill is crucial, yet it's still low. One of factors contributed is teaching method. This study aims to determine: 1) how Technology-Assisted Language Learning is used to teach speaking English; and 2) how students' English speaking skills are affected both before and after Technology-Assisted Language Learning is used, 3) to determine whether using Technology-Assisted Language Learning significantly affects the students’ ability to speak English. The study used a pre-experimental design with a single group pre-test and post-test. The 295 students in the tenth grade at SMA Negeri 8 Padangsidimpuan make up the population of this study. Purposive sampling was used to select a sample of 31 students from class X-8. Tests and observation sheets are the tools used to gather data. With a mean score of 85.88%, the observation reveals that the use of Technology-Assisted Language Learning is classified as “Very Good”. When students use Technology-Assisted Language Learning, their speaking becomes “Good” from “Enough”. Asymp. Sig. (2-tailed) = 0.000 < 0.05 is the Wilcoxon Signed Ranks Test result, indicating that Ha is accepted. We may conclude that students’ English speaking is significantly impacted by Technology-Assisted Language Learning.
subject: Articles
  topic: section
subject: Technology-Assisted Language Learning (TALL); students’ ability; speaking English skill; teaching method; The effect
  topic: keywords
creator: Gabby Maureen Pricilia
creator: Ayustina Julia
creator: Risky Tresya
creator: Habib Rahmansyah
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 729
ending page: 736

THE EFFECT OF IMPLEMENTING AN INDUSTRY-BASED LEARNING MODEL ON EFI ENGINE TUNE-UP COMPETENCE IN AUTOMOTIVE VOCATIONAL HIGH SCHOOLS
type: item
description: The vocational education process in Indonesia continues to face crucial challenges related to the issue of link and match, where there is often a gap between the competencies of vocational high school (SMK) graduates and the actual standards required by the workforce, particularly in automotive engineering. Conventional learning that has not fully integrated industrial work culture results in graduates lacking optimal job readiness. This study aims to analyze the effect of implementing an industry-based learning model on improving students’ competencies in EFI Engine Tune-up material. The research method employed is a quantitative approach with a quasi-experimental design using a control group with pretest and posttest. The sample consisted of two classes of automotive students, divided into an experimental class receiving industry-based learning and a control class receiving conventional learning methods. Data were collected through vocational competency tests and analyzed using normality tests, homogeneity tests, and hypothesis testing with the Independent Sample t-test. The results show a significant difference in learning outcomes, where the experimental class achieved an average post-test score of 86.50, higher than the control class with an average of 74.20. Statistical analysis indicates a significance value of less than 0.05, meaning the hypothesis is accepted. It can be concluded that the Industry-Based Learning Model is effective in improving EFI Engine Tune-up competence, as it successfully integrates technical skills (hard skills) and operational discipline (soft skills) in accordance with industry standards. Therefore, this model is recommended for wider implementation in vocational high schools.
subject: Articles
  topic: section
subject: Industry-Based Learning Model, Student Competence, EFI Engine Tune-up, Automotive Vocational School
  topic: keywords
creator: Budi Cahya
creator: Nurliana Nasution
creator: Rizki Novendra
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 585
ending page: 595

BLENDED LEARNING TRENDS, THEMES, AND FUTURE DIRECTIONS: A BIBLIOMETRIC ANALYSIS 2019-2024
type: item
description: An exploratory overview of blibiometric analysis on trends, themes and directions of future research on blended learning for the period 2019-2024. To conduct the analysis, we used the PRISMA approach and a systematic selection of articles from Scopus: the toolkit consisted of 200 articles and allowed us to gain an understanding of the trends in the manifestation of this concept over the past 6 years. Out of 73 blended learning themes, we found an increase in the number of publications by 2022. China is the country with the largest contribution, 45 articles indexed, while Tlili A. is the most cited author, 287, and Hwang G.-J. produced 5 articles, with the highest number. The analysis revealed that of all the learning delivery strategies, blended learning has become the most influential strategy in education policy today especially after the pandemic. Blended learning tends to overcome the problems of technological fatigue and social isolation. Therefore, long-term research is needed to determine the optimal approach in terms of technological strategy implementation and future development of support.
subject: Articles
  topic: section
subject: Blended Learning, Bibliometrik, trend, themes, future direction
  topic: keywords
creator: Rizki Novendra
creator: Adolf Bastian
creator: Nurliana Nasution
creator: Yogi Yunefri
creator: Elisa Desi Syafitri
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 571
ending page: 584

THE ROLE OF GUIDANCE AND COUNSELING IN THE SELF-ADJUSTMENT OF CHILDREN WITH SPECIAL NEEDS IN HIGH SCHOOL LEVEL INCLUSION SCHOOLS IN PEKANBARU CITY
type: item
description: This study aims to examine the role of guidance and counseling (BK) in supporting the adjustment of children with special needs (ABK) in inclusive high schools in Pekanbaru City. Children with special needs are individuals with characteristics that differ from those of children in general, both physically, intellectually, socially, and emotionally, and therefore require appropriate educational services. In inclusive education, the adjustment of children with special needs includes the ability to manage emotions, control behavior, and build positive social interactions. This study used a Systematic Literature Review (SLR) method with a qualitative descriptive approach to relevant scientific articles reviewed since 2020. The results indicate that BK services play a strategic role in supporting the adjustment of children with special needs through systematic services such as class guidance, individual and group counseling, and collaboration with teachers and parents. Furthermore, limited teacher knowledge and limited facilities were found to be major barriers to inclusive education. However, training and outreach have been shown to improve teacher competence, empathy, and the ability to develop Individual Learning Programs (IPPs). The presence of shadow teachers also plays a crucial role in improving student focus, communication, and engagement in learning, although consistent support is still needed. The implementation of PPI supports more targeted learning tailored to student needs, but still faces challenges such as limited teaching staff and parental involvement. Therefore, optimizing guidance and counseling services, improving teacher capacity, and ongoing collaboration are key to the success of inclusive education and the adjustment of children with special needs.
subject: Articles
  topic: section
subject: guidance and counseling, children with special needs, adjustment, inclusive education, individual learning program.
  topic: keywords
creator: Natasya Ramadani
creator: Fatiya Najwa
creator: Syalwa Anggraini
creator: Annisa Putri Kurnia Milani
creator: Dian Armanita Baldwin
creator: Maesabilla Chandra
creator: Maulana Umrah
creator: Munawir Munawir
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 555
ending page: 570

THE CORRELATION BETWEEN PRESERVICE TEACHERS’ CREATIVITY AS A PART OF 4C SKILLS AND WRITING PERFORMANCE AT ENGLISH LANGUAGE EDUCATION
type: item
description: 21st-century skills, particularly the 4Cs (critical thinking, communication, collaboration, and creativity), have become a major focus in higher education, including in academic writing instruction. Creativity is often considered a factor that can enhance the quality of students’ writing. However, the relationship between creativity and writing performance among prospective English teacher students still requires empirical evidence. This study aims to determine whether there is a correlation between creativity and students’ writing performance in the English Language Education Study Program. This study employed a quantitative method with a correlational design. The research subjects consisted of 53 third- and fifth-semester students who had completed the Argumentative Writing course. Creativity data were collected through a questionnaire, while writing performance data were obtained from students’ writing assignment scores. Data analysis was conducted using the Spearman Rank correlation test. The results showed a correlation coefficient of r = -0.191 with a significance value of 0.170 (p > 0.05). This indicates that there is no significant correlation between creativity and writing performance. The very weak and non-significant correlation suggests that creativity is not a primary factor determining academic writing quality. Writing performance is likely more influenced by linguistic aspects such as grammar, vocabulary, organization, and coherence. Based on these findings, it can be concluded that creativity does not have a significant relationship with students’ writing performance in this study.
subject: Articles
  topic: section
subject: 4c skills, Correlational Study, Creativity Skills, EFL Context, Preservice Teachers, Writing Performance
  topic: keywords
creator: Tio Reskina Sinaga
creator: Herlinawati Herlinawati
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 546
ending page: 554

ANALYSIS OF THE POTENTIAL OF LOCAL WISDOM OF LUBUK LARANGAN IN SUNGAI SALAK, RAMBAH SAMO DISTRICT, AS A BIOLOGY LEARNING RESOURCE
type: item
description: This study aims to analyze the potential of the local wisdom of Lubuk Larangan in Sungai Salak, Rambah Samo District, as a biology learning resource for Senior High School (SMA). Lubuk Larangan represents a form of community-based local wisdom in managing and conserving aquatic resources that embodies ecological, social, and cultural values. This research employed a descriptive qualitative approach with a case study method, involving traditional leaders, village officials, and members of the Sungai Salak community as research subjects. Data were collected through observation, interviews, and documentation, and were analyzed descriptively through data reduction, data display, and conclusion drawing. The findings reveal that Lubuk Larangan has strong potential to be utilized as a biology learning resource, as reflected in its environmental conservation values, biodiversity, interactions between living organisms and their environment, and customary regulations that support river ecosystem preservation. Moreover, it is relevant to several biology topics, including ecosystems, biodiversity, food chains, and environmental conservation. The utilization of Lubuk Larangan as a learning resource can provide contextual learning experiences, enhance students’ conceptual understanding, and foster environmental awareness. Therefore, the local wisdom of Lubuk Larangan in Sungai Salak is highly feasible to be implemented as a contextual and environment-based biology learning resource that supports meaningful learning.
subject: Articles
  topic: section
subject: local wisdom, lubuk larangan, biology learning resource
  topic: keywords
creator: Hamni Hamni
creator: Rikizaputra Rikizaputra
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 219
ending page: 227

LEVEL OF SELF MEDICATION KNOWLEDGE OF CHILDREN FEVER AMONG PARENTS IN RIAU
type: item
description: Self-medication in the context of health maintenance is a widely practiced communal effort to alleviate health concerns, therefore its importance should not be underestimated. Fever occurs when the body's temperature rises above 37℃. The purpose of this study was to determine the level of knowledge of parents' self-medication of fever in children, as well as the sociodemographic relationship between the two at Andalan Jaya Pharmacy Pekanbaru. This is a quantitative descriptive research methodology. The study used a total sampling system. This study included all patients who visited the Andalan Jaya pharmacy in Pekanbaru and had self-medicated, for a total of 90 respondents. Data was collected through questionnaires.The results showed that the level of knowledge of self-medication for fever in children was good (75.6%), sufficient (23.3%), and less (1.1%). The Chi square analysis results for gender and occupation were more than 0.05, indicating that there was no a significant relationship with self-medication knowledge. The Rank Spearman analysis results for the variables of age and education showed p value of 0.497 and 0.787, indicating that there was no significant relationship with the level of knowledge of self-medication, whereas the income factor obtained a p value of 0.039, indicating that it had a significant relationship with the level of knowledge of self-medication at Andalan Jaya Pharmacy in Pekanbaru.
subject: Articles
  topic: section
subject: Knowledge, Self-Medication of Parents, Children Fever
  topic: keywords
creator: Khoirul Walad
creator: Mayang Sari
creator: Fahma Syufyani
creator: Herlinawati
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 794
ending page: 802

ENGLISH TEACHERS’ PERCEPTIONS OF DEEP LEARNING IN SENIOR HIGH SCHOOLS IN PEKANBARU
type: item
description: Deep learning is increasingly emphasized as a pedagogical direction to enhance learning quality through meaningful, reflective, and competence oriented learning. This research investigated senior high school English teachers’ perceptions of deep learning in Pekanbaru using a descriptive quantitative survey design. Data were collected using a four point Likert Scale questionnaire distributed through MGMP (Musyawarah Guru Mata Pelajaran), a local professional forum for English teachers in Pekanbaru, Indonesia. A total of 30 teachers participated voluntarily. The instrument consisted of 20 items across five indicators: conceptual understanding, perceived relevance and benefits, perceived feasibility and readiness, School Support, and challenges. Content validity was assessed through expert judgment by two lecturers, and reliability indicated excellent internal consistency (Cronbach’s alpha = 0.952). Data were analyzed using IBM SPSS Statistics Version 27 with descriptive statistics, including mean, median, mode, standard deviation, variance, minimum, maximum, and range. Overall perceptions were in the Strongly Agree range (M = 3.3783; median = 3.4500; mode = 3.80; SD = 0.40443; variance = 0.164; min = 2.45; max = 4.00; range = 1.55), indicating strong endorsement with relatively consistent responses. At the indicator level, perceived relevance and benefits showed the strongest endorsement in the Strongly Agree range (M = 3.5833; SD = 0.44689), while challenges showed the lowest mean in the Agree range (M = 3.1167; SD = 0.49451), which indicates comparatively weaker perceived adequacy of enabling conditions. Conceptual understanding (M = 3.4667; SD = 0.46763) and School Support (M = 3.4333; SD = 0.52083) were also in the Strongly Agree range. Perceived feasibility and readiness remained in the Strongly Agree range (M = 3.2917; SD = 0.52145) but were closer to the Agree boundary, which suggests uneven readiness across teachers. Overall, teachers strongly endorsed deep le…
subject: Articles
  topic: section
subject: Deep Learning, Teachers’ Perceptions, English Language Teaching, Senior High School, Descriptive Quantitative Survey
  topic: keywords
creator: Wiwit Anjali
creator: M. Fadhly Farhy Abbas
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 783
ending page: 793

THE ROLE OF MACHINE TRANSLATION IN ENHANCING ENGLISH LANGUAGE EDUCATION PROGRAM STUDENTS’ TRANSLATION PERFORMANCE AT UNIVERSITAS LANCANG KUNING
type: item
description: The introduction of Machine Translation (MT) tools like Google Translate and DeepL has been a major impact on translation methods in language instruction due to the rapid advancement of digital technology. The goal of this research is to look at how Machine Translation can enhance the translation abilities of students in the English Language Education Program at Universitas Lancang Kuning. The study used a qualitative descriptive methodology. Students who had finished courses in IT-Based Translation and Translation were interviewed in a systematic manner to gather data. Using Miles, Huberman, and Saldaña's qualitative analysis approach, which comprises data condensation, data presentation, and conclusion formulation and validation, the data were examined. The results show that machine translation is essential in a number of ways to aid students' translation skills. By helping pupils improve their translation accuracy, develop their editing and critical awareness, boost their efficiency and productivity in completing translation assignments, make complex texts easier to understand, and increase their confidence in translation tasks, MT helps students succeed in their translation studies. Since students are still conducting post-editing and critical analysis of the machine's output, they said that MT is used more as a supplementary aid than as the finished product of translation. When utilized thoughtfully and reflectively in translation instruction, these results suggest that Machine Translation can serve as a valuable cognitive and instructional support tool. As a result, MT integrated as an additional learning tool into university translation classes.
subject: Articles
  topic: section
subject: Machine translation, Translation Performance, Translation Learning, EFL Students, Technology in Translation
  topic: keywords
creator: Refika Andriani
creator: Dhea Syahrina
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 685
ending page: 693

TRANSFORMING TRADITIONAL INSTRUCTION: EXAMINING STUDENTS’ PERSPECTIVES ON FLIPPED CLASSROOM IN A DIGITAL LITERACY ERA
type: item
description: The increasing integration of digital technology in education has accelerated the adoption of the flipped classroom model, which combines online learning activities with face-to-face instruction. In the context of the digital literacy era, students’ readiness and perceptions toward this instructional approach remain critical issues, particularly in English as a Foreign Language (EFL) classrooms. This study investigates junior high school students’ perceptions of the flipped classroom and examines its perceived effectiveness in supporting learning engagement and confidence. Employing a descriptive quantitative survey design, data were collected from 30 students through a validated five-point Likert-scale questionnaire and analyzed using descriptive statistical measures, including mean scores and frequency distributions. The findings indicate that students hold positive perceptions of the flipped classroom (M = 3.97), categorizing their responses within a high level of acceptance. Participants reported enhanced engagement, active participation, and greater learning confidence through the integration of online and in-class activities. Despite the limited sample size, the results suggest that the flipped classroom represents a pedagogically feasible approach for fostering learner autonomy and engagement in EFL contexts within the digital literacy era. Future research is recommended to employ experimental or mixed-method designs to further examine its impact on measurable learning outcomes.
subject: Articles
  topic: section
subject: Flipped Classroom, Digital Literacy Era, Students’ Perspectives, Transforming, Traditional Instruction
  topic: keywords
creator: Destina Kasriyati
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 673
ending page: 684

THE CORRELATION BETWEEN ACADEMIC SELF-EFFICACY AND STUDENTS’ HIGHER-ORDER THINKING SKILLS IN READING COMPREHENSION AT UNIVERSITAS LANCANG KUNING
type: item
description: In contemporary English as a Foreign Language (EFL) education, students are required not only to understand texts linguistically but also to demonstrate higher-order thinking skills (HOTS) such as analyzing, evaluating, and synthesizing information. Alongside cognitive competence, psychological factors particularly academic self-efficacy play a critical role in shaping students’ learning engagement and academic performance. However, empirical studies investigating the relationship between academic self-efficacy and HOTS in EFL reading contexts remain limited, especially in Indonesian higher education settings. This study aims to examine the correlation between academic self-efficacy and students’ higher-order thinking skills in reading comprehension. A quantitative correlational design was employed involving 91 students from the English Education Study Program at Universitas Lancang Kuning. Data were collected through validated questionnaires measuring academic self-efficacy and HOTS and analyzed using Pearson Product Moment correlation via SPSS version 26. The findings revealed a strong positive correlation between academic self-efficacy and HOTS (r = 0.716, p < .001). The coefficient of determination (R² = 0.513) indicates that academic self-efficacy contributes 51.3% to students’ higher-order thinking skills. These findings suggest that students’ beliefs in their academic capabilities significantly influence their cognitive performance in reading comprehension. The study highlights the importance of integrating motivational and cognitive instructional strategies to enhance critical literacy in EFL contexts.
subject: Articles
  topic: section
subject: Academic Self-Efficacy, Higher Order Thinking Skills, Reading Comprehension, Correlational Study
  topic: keywords
creator: Riska Purwanti
creator: Refika Andriani
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 662
ending page: 672

AI ABUSE BREAKS THE STRONG BELIEF IN THE POWER OF CRITICAL THINKING: THE PHENOMENON AMONG UNIVERSITY STUDENTS IN ACADEMIC WRITING
type: item
description: This study investigates the impact of artificial intelligence (AI) on students’ critical thinking and ethical awareness in academic writing through a Systematic Literature Review (SLR). The rapid adoption of AI tools such as ChatGPT, Grammarly, and Quillbot has significantly transformed writing practices in higher education. While AI enhances efficiency, organization, and language accuracy, it also introduces serious concerns regarding overreliance, reduced cognitive engagement, and academic dishonesty. A total of selected studies published between 2023 and 2025 were systematically reviewed and analyzed using a theory-driven approach, incorporating Critical Thinking Theory, Cognitive Load Theory, and Bloom’s Taxonomy. The findings reveal a paradoxical impact: AI facilitates writing performance but simultaneously weakens higher-order thinking skills, including analysis, evaluation, and synthesis. Furthermore, ethical challenges such as plagiarism, lack of originality, and data privacy risks emerge as significant issues. This study concludes that AI abuse contributes to diminishing students’ belief in their own critical thinking abilities. Therefore, higher education institutions must establish clear guidelines, promote AI literacy, and redesign assessment practices to ensure responsible AI integration.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Academic Writing
  topic: keywords
subject: Critical Thinking
  topic: keywords
subject: Ethics
  topic: keywords
subject: Higher Education
  topic: keywords
subject: SLR
  topic: keywords
creator: Melvina Melvina
creator: Siska Siska
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 815
ending page: 827

BRIEF CAREER COUNSELING AS A PEDAGOGICAL STRATEGY TO FOSTER PLANNED HAPPENSTANCE SKILLS IN HIGHER EDUCATION
type: item
description: The increasing uncertainty in the contemporary career landscape requires university students to develop adaptive competencies, particularly Planned Happenstance Skills (PHS), to respond effectively to unplanned career opportunities. However, higher education practices often emphasize linear career planning rather than preparing students to navigate uncertainty. This paper proposes Brief Career Counseling as a pedagogical strategy to foster Planned Happenstance Skills in higher education. Adopting a conceptual approach, this study integrates perspectives from Planned Happenstance Theory and career counseling to develop a structured model. The analysis identifies three core mechanisms, namely exploration, reflection, and action, through which Brief Career Counseling facilitates the development of key competencies, including curiosity, persistence, flexibility, optimism, and risk-taking. The proposed model positions Planned Happenstance Skills as an integrated adaptive competency system that contributes to students’ career adaptability. Furthermore, the model introduces a dynamic and iterative relationship between counseling processes and adaptive outcomes, emphasizing continuous learning in uncertain career environments. This study contributes to the field by reframing career counseling as a pedagogical strategy rather than a supplementary support service. The findings provide a conceptual foundation for integrating counseling-based interventions into higher education learning design to support adaptive career development.
subject: Articles
  topic: section
subject: Brief Career Counseling; Planned Happenstance Skills; Career Adaptability; Pedagogical Strategy; Higher Education
  topic: keywords
creator: M. Arli Rusandi
creator: Uman Suherman AS
creator: Yusi Riksa Yustina
creator: Nandang Budiman
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 653
ending page: 661

EFFORTS TO REDUCE FLAPPING-TYPE STIMMING BEHAVIOR THROUGH SENSORY INTEGRATION THERAPY WITH BRUSHING TECHNIQUES IN GRADE 2 AUTISTIC CHILDREN AT KASIH IBU SPECIAL NEEDS SCHOOL
type: item
description: Children with autism often experience sensory processing disorders that impact the emergence of stimming behavior, one of which is flapping, so targeted sensory interventions such as sensory integration therapy with brushing techniques are needed. Sensory integration therapy focuses on providing tactile, proprioceptive, and vestibular stimulation that helps children regulate responses to sensory stimuli. In sensory integration therapy, there is a brushing technique that has been proven effective in helping children with autism to reduce stimming behavior. This study aims to determine whether sensory integration therapy with brushing techniques can reduce flapping type stimming behavior in children with autism. The subject in this study was a 2nd grade autistic child in the Kasih Ibu Special Needs School of Pekanbaru. This study used a Single Subject Research (SSR) experimental research type. The research design used was an A-B-A design where in the baseline phase (A1) observations were carried out 4 times, in the intervention phase (B) 8 times, and in the baseline phase (A2) 4 times. Observations were carried out through direct observation using a tally sheet as a data collection tool. The data was then analyzed using descriptive analysis techniques and presented in graphs and tables. The results showed a decrease in the frequency of flapping stimming behavior after sensory integration therapy intervention using the brushing technique. The pattern of data changes showed a clear difference between baseline and intervention conditions, with a downward trend in the intervention phase.
subject: Articles
  topic: section
subject: Autistic child, Flapping, Integration Sensory Therapy, brushing technique
  topic: keywords
creator: Nadila Dewani
creator: Nisaul Hasanah
rights: Copyright (c) 2026 International Conference in Education and Vocation: Multicultural and Inclusive Approaches
date: 2026-06-05
publication date: 2026-06-05
starting page: 403
ending page: 410