PhD Student by Enrollment, Policy Nerd by Circumstance
PhD Student by Enrollment, Policy Nerd by Circumstance
by Rahayu
Education policy and politics? Basically, a package deal. And lucky me, I’ve had the privilege of experiencing both sides. From the education world to the political arena, I get to see how political decisions shape classroom realities and how education on the ground challenges the policies made at the top. Because behind every policy is power and authority, behind every decision is politics, and behind every PhD student is someone who voluntarily signed up to study the whole thing. Yes, it’s me. I did this to myself.
And somehow, the plot keeps expanding. Getting involved in the think tank world as a Founding Associate at Kertanegara Institute has already given me a new perspective on policy beyond academia. Yesterday (10/27), thanks to Dr. Philips Vermonte, the Dean of the Faculty of Social Sciences, I got the chance to learn from a diplomatic event featuring Permanent Representatives to the UN from eight countries. For real, my PhD journey is PhD-ing.
To be honest, I’m thankful for the opportunity to learn at the Faculty of Education at UIII, where my PhD is pushing me to see education beyond the classroom. Education is not just about pedagogy. It’s also about policy, governance, power, politics, and the whole system behind what eventually happens in the classroom. Needless to say, I’m not leaving my expertise; I’m upgrading it. From my very first semester, I began looking beyond micro level and start asking who designed the macro-level in the first place. Same passion. Broader lens. Sharper POV. Right?
Yesterday’s diplomatic event really got me thinking about how power operates beyond national borders and how global influence is built. It is not through diplomacy alone; it also depends on how countries educate and prepare their next generations to think critically, understand power, and participate in shaping the world. Education cannot guarantee that every voice will be heard, but it can help young people develop the tools to question existing systems, engage with global issues, and participate in shaping their futures.
During the discussion, I had the opportunity to raise a question to Ambassador Lippwe of the Federated States of Micronesia about how smaller nations can make their voices heard in a world where political and economic power is unevenly distributed. This question became more tangible during my conversation with Ambassador Lippwe. His diplomatic experience ended up with another perspective about something beyond international representation: what does it take to ensure that people have not only a voice, but also the capacity to make that voice count?
I know I am privileged. Throughout my PhD, I have received support from my beloved lecturers in both Education and Political Science, who have encouraged me to cross disciplinary boundaries, challenging assumptions, and asking bigger questions. Not everyone gets that kind of support. I have been given the opportunity to question the system rather than simply learn how to operate within it.
But at the same time, that also makes me wonder: What about those who are not as lucky as I am? What happens to students and educators whose questions are dismissed, whose perspectives are overlooked, or whose voices never reach the spaces where decisions are made? How many valuable ideas never get the chance to develop simply because people lack the access, support, or institutional recognition they need?
This is what makes me questioning further about the systems behind education. Inequality is not only about who gets access to a classroom. It is also about who gets access to opportunities, whose knowledge is taken seriously, and who has the power to influence decisions. Some people are given the space to question the system. Others are expected to live with its consequences. Does that ring a bell for you?
Well, speaking of opportunities, my PhD keeps opening the right doors. Right after the session, I had a surprisingly long conversation with Ambassador Lippwe. He wanted to know what had shaped my way of thinking. He even wrote down his email address on a piece of paper. And then came the line I wasn’t expecting: “If you happen to come to New York, let me know. I’ll welcome you to UN Headquarters.”
New York and the UN Headquarters? Definitely going on my wishlist.
FOE UIII Promotes Language-Responsive Teaching in Kangean’s 3T Community Through “LANGUAGE MATTERS!”
FOE UIII Promotes Language-Responsive Teaching in Kangean’s 3T Community Through “LANGUAGE MATTERS!”
October 23, 2026
By Jihan Ariqatur Rafiah
Kangean, East Java — Universitas Islam Internasional Indonesia (UIII) carried out a two-day community engagement program titled “LANGUAGE MATTERS!” at MI Zainul Huda, Duko Laok, Kangean Island, Sumenep Regency, East Java, on September 10–11, 2026. The initiative addressed a practical challenge in local education: the gap between the regional language commonly used in everyday classroom interactions and the Bahasa Indonesia used in textbooks and other learning resources.
The program was facilitated by Jihan Ariqatur Rafiah, M.A., with Ms. Afifah Muharikah, a lecturer at the Faculty of Education, UIII, serving as the resource person. The workshop engaged teachers in exploring how language differences can contribute to misunderstandings and misconceptions during learning, and how more responsive teaching strategies can help students develop a clearer understanding of lesson content.
In the local learning context, students may be more familiar with their regional language than with the formal Indonesian language used in written learning materials. When classroom explanations, textbook terminology, and students’ everyday language do not fully align, students may struggle to interpret instructions or understand particular concepts. These difficulties can sometimes be mistaken for a lack of ability, when language itself may be one of the factors affecting comprehension.
Recognizing this challenge, the “LANGUAGE MATTERS!” workshop aimed to encourage teachers to consider language as an important part of teaching and learning, rather than merely a medium of instruction. The program introduced the principles of Linguistically Responsive Teaching (LRT), which emphasizes the importance of understanding students’ linguistic backgrounds and using that understanding to inform instructional decisions.
During the workshop, teachers were encouraged to reflect on how they explain concepts, introduce unfamiliar terminology, and support students who may find it difficult to understand Bahasa Indonesia in academic contexts. Strategies such as using familiar examples, clarifying instructions, connecting new concepts with students’ everyday experiences, and gradually introducing formal academic vocabulary were explored as practical ways to support comprehension.
The program also highlighted that acknowledging students’ regional languages does not mean reducing the importance of Bahasa Indonesia. Instead, teachers can use students’ existing linguistic knowledge as a bridge toward understanding formal learning materials. This approach allows students to draw on what they already know while continuing to develop the language skills needed for academic learning.
The two-day engagement also included practical learning activities and technical assistance in developing contextualized teaching materials. By considering the resources available in their school and surrounding environment, teachers were encouraged to explore strategies that could be adapted to their own classrooms without necessarily depending on sophisticated technology or expensive learning facilities. Students from Grades V and VI also participated in learning activities as part of the program.
Beyond the workshop itself, the initiative raised broader questions about educational equity in Indonesia’s 3T regions, referring to tertinggal (underdeveloped), terdepan (frontier), and terluar (outermost) areas. In geographically remote communities, discussions about educational access often focus on infrastructure, facilities, and the availability of learning resources. However, the language through which students encounter knowledge is another important consideration.
For Jihan, conducting the program in Kangean offered a personal opportunity to reflect on the meaning of educational development in underserved regions.
“Education in 3T areas should not be viewed only through the limitations these communities face. We also need to pay attention to how children experience learning in their everyday lives. Sometimes, the challenge is not simply whether students have access to learning materials, but whether they can fully understand the knowledge presented to them. If the language used in learning creates a barrier, we need to ask how teaching can better connect with students’ experiences and existing knowledge,” she reflected.
She further emphasized the importance of ensuring that educational initiatives respond to the realities of local communities.
“For me, meaningful educational development begins with understanding the context. Teachers should not have to choose between respecting students’ local languages and helping them succeed in formal education. We can build bridges between the two. Every child deserves the opportunity to understand what they learn, express their ideas, and participate confidently in the classroom, regardless of where they grow up,” she added.
The experience also reinforced the importance of collaboration between universities and local schools. Through community engagement, academic perspectives can be brought into dialogue with teachers’ practical experiences, creating opportunities to explore solutions that are relevant to the specific needs of students and their learning environments.
While a two-day workshop cannot resolve all the challenges facing education in island communities, “LANGUAGE MATTERS!” represents an effort to address one aspect of learning that may otherwise receive insufficient attention. By encouraging teachers to recognize the relationship between language and comprehension, the initiative hopes to support more inclusive classroom practices and strengthen students’ opportunities to engage meaningfully with learning materials.
Ultimately, the program highlights a simple but important principle: access to education is not only about being present in a classroom or having a textbook. It is also about being able to understand, interpret, and use the knowledge presented. Through this initiative, UIII underscores the importance of context-sensitive teaching and community collaboration in supporting more equitable educational opportunities across Indonesia.
source: https://uiii.ac.id/foe-uiii-promotes-language-responsive-teaching-in-kangeans-3t-community-through-language-matters/
UIII Opens Language Center to Boost Students’ Global Academic Reach
UIII Opens Language Center to Boost Students’ Global Academic Reach
October 15, 2026
By Achmad Jatnika
Depok – Universitas Islam Internasional Indonesia (UIII) established a language center to improve the language skills of its students, lecturers, and staff, starting with a program for dual-degree students of UIII. The UIII Language Center is led by Afifah Muharikah, PhD.
“The UIII Language Center aims to help students, lecturers, and staff communicate confidently in international academic languages, so they can take part in academic discussions at the international level in their own fields,” Dr. Afifah told the university’s Office of Media and Communications.
The center’s first program is English for Academic Purposes, designed for dual-degree students at the Faculty of Islamic Studies who will continue their studies at the University of Edinburgh and SOAS University of London next year. Six lecturers from all the UIII faculties will be involved as the teaching team.
Afifah said the center’s work would follow three principles drawn from the university’s vision, mission and values: multiliteracies, intercultural competence and inclusiveness.
Under the multiliteracies approach, learning materials will be drawn from UIII’s research fields, including Islamic studies, social sciences, economics and education, and from a range of texts, from academic articles to data and digital media. The materials will be adapted to learners’ levels and needs.
Soon to be a complete foreign language lab
While English is the focus for now, the center hopes to add other languages, such as Arabic and French, in stages.
One early step involves Bahasa Indonesia bagi Penutur Asing (BIPA), a program that teaches Indonesian to foreign students. The program has so far been run by UIII’s International Office, and UIII’s international students and alumni have taken it. Afifah said the center was in discussions with the office about gradually taking part in the service.
“For international students, learning Indonesian is also a way into Indonesian Islamic culture, which UIII’s mission seeks to promote as part of world civilization,” she said.
In the longer term, the center plans to offer general and tailored language classes, proficiency testing and test preparation in several languages, as well as editing, proofreading and translation services.
Widening access
Although the center’s current program is limited to dual-degree students, Dr. Afifah said it was expected to eventually serve the wider UIII community, including students, lecturers and staff, and later the general public. She noted that English is UIII’s main language of instruction, making academic language support relevant to all students.
The center is also responding to demand it had not anticipated. Several lecturers have told the center that master’s and doctoral students need help writing their theses in English and Arabic, and the center is considering options such as a writing clinic.
To guide its expansion, the center is preparing a feasibility study and comparing its plans with those of language centers at other universities. More lecturers and language professionals will be brought in once the study is complete and new programs open.
“We would rather build carefully and serve each group well than open everything at once,” Afifah said.
She described the center as part of how UIII carries out its vision and mission under the Rector’s leadership, noting that language runs through graduate teaching, research and the promotion of Indonesian Islamic culture abroad.
Her hope, she said, is that anyone who comes to the center, whether student, lecturer, staff member or, later, a member of the public, “leaves more confident using another language in their studies, work, and daily life, without losing who they are.”
source: https://uiii.ac.id/uiii-opens-language-center-to-boost-students-global-academic-reach/
Seeking Knowledge as Far as China: Reflections from the Shaanxi Normal University Summer Camp
Seeking Knowledge as Far as China: Reflections from the Shaanxi Normal University Summer Camp
By Afifah Muharikah
The popular saying , "Seek knowledge even as far as China," now truly hits home. I learned so much as a visiting scholar at the Shaanxi Normal University Summer Camp, Xi’an Province in China, 14–30 September. This programme is designed for early-career researchers in educational technology. I was lucky to work under Professor PI Zhongling, whose record in educational technology and neuroscience is very impressive.
I brought home three things from this visit: the shared responsibility of raining the next generation, the importance of sustained mentoring in building strong research groups, and the role of willingness in cross-cultural communication.
1. "It takes a village to raise a child"
Professor PI brought me into contact with master's and PhD students working on topics related to my research in inclusive education and neurodivergence through her research laboratory. Beyond her research expertise, I was curious about how she managed a productive research group while raising her primary school-aged daughter.
My visit to a Chinese primary school helped me reflect on this question. The school day ran approximately from 8 a.m. to 5.30 p.m. They had a physical exercise session, moral education, academic lessons, shared meals, afternoon naps, and reading activities. I was in awe of how AI and robots were integrated into schools without replacing the human relationships between students and teachers.
I might not fully understand the entire Chinese education system, but the visit made me reflect on the importance of institutional support in children's development. Later, Professor PI and I discussed her daughter's routines outside school, including homework, family dinners, and preparing for the following school day. This light discussion has reminded me of the saying, “It takes a village to raise a child.” I can see the government in China, through schools, provides the children structured learning during the whole day. At home, families continue nurturing these children. This shared responsibility made me see the role of academic institutions in supporting parents differently, especially the working ones.
2. “If you want to go fast, go alone; if you want to go far, go together.”
The second lesson came from observing Professor PI's laboratory. She runs a weekly meeting for all her master's and PhD students. Students present their work or a good experimental paper, and she encourages them to critically examine the paper and consider replicating the study with strong methodology. Experimental research is deeply instilled in her lab, yet she often uses mixed methods herself, believing qualitative approaches can complement experimental findings. Her lab has produced many studies published in high-quality journals, and many of her master’s and PhD students have published their own work. To me, this shows how successfully she has built a strong research environment, a living example of the saying “If you want to go fast, go alone; if you want to go far, go together.”
Moreover, I was impressed by the way she built connections among students. During my visit, two new PhD students from Pakistan joined the group. Professor PI invited them, her current PhD students, and me to her office to introduce ourselves and share our research interests. This simple introduction created opportunities for students to connect with each other outside formal lab meetings (such as communicating via WeChat just to ask about where to find Qīngzhēn (halal) food to potential research collaborations).
The experience in Prof PI's lab has inspired me to practice the same things. I am thinking about establishing regular meetings with my students under my academic guidance and help them connect with each other. By doing so, I hope I could help my students to develop their research skills and build a stronger sense of academic community.
3. "It takes two to tango"
My third lesson came from my everyday interactions with local people there. I had a chance to present my dissertation about cross-neurotype interactions in Prof. PI's weekly lab, which was attended by almost 30 students, mostly locals. My presence and the two Pakistani students turned the usual Chinese into English. The local students looked very attentive, yet only the Pakistani students and Prof. PI joined the discussion. I honestly worried whether my English was accessible enough. After class, however, two local master's students told me my lecture was very clear and they learned new things about autistic communication. Their feedback reminds me of my own finding in my dissertation: that silence does not always indicate disengagement. People may engage with us without necessarily expressing themselves through spoken discussion.
Outside campus, I experienced inter-language interactions in unique ways. As I do not speak Mandarin and English is not widely spoken there, communication breakdowns are not something unusual. Some people readily helped by interpreting, while others used translation apps. On a few occasions, people declined to help. In responding to the breakdown, the people there and I would use available communication resources such as gestures, limited Chinese or English words, and technology. I often asked them to repeat their expressions when the app I used could not detect what they said and I could see they patiently repeated their words over and over.
“ It takes two to tango” is a fitting expression when we talk about interactions. It reminds us that both successful and unsuccessful interactions are shaped by the parties involved. Whether the “dance” goes smoothly or becomes challenging, the interaction can still be worked through as long as both parties are willing to stay on the dance floor. If one party gives up, however, the dance comes to an end. In my experience, sometimes I manage to complete the dance successfully and effortlessly; sometimes it takes more effort, and sometimes I fail to finish it. And that, to me, is the art of intercultural communication.
Bringing the Lessons Home
My visit to China gave me something greater than academic development. I learned about shared responsibility in raising children, sustained mentoring in research, and the patience required for cross-cultural communication. But more than that, I came home with friends who searched for halal food with me, a few words of Mandarin, a deeper meaning of the saying I grew up with: seek knowledge, even as far as China.
UIII and Dompet Dhuafa Sign MoA to Strengthen Educational Collaboration
UIII and Dompet Dhuafa Sign MoA to Strengthen Educational Collaboration
October 12, 2026
By Raihan Riffa Nadhifa
Bogor — The Faculty of Education (FoE) at Universitas Islam Internasional Indonesia (UIII) and Dompet Dhuafa signed a Memorandum of Agreement (MoA) on Thursday, October 8, 2026, at SMART Ekselensia Indonesia School in Bogor. The agreement covers cooperation in education, research, community service, and an internship program for FoE students.
The agreement was signed in the morning by Prof. Nina Nurmila, PhD, Dean of the Faculty of Education at UIII, and Asep Hendriana, Director of Educational Programs at Dompet Dhuafa, on behalf of Yayasan Pendidikan Umar Usman, the education foundation established by Dompet Dhuafa. The ceremony was attended by FoE’s leadership team, teachers of SMART Ekselensia Indonesia School, FoE students, and the school’s pupils.
The agreement is valid for five years. Specific programs under each area of cooperation will be set out in separate implementation agreements between the two parties.
The collaboration moved into practice right after the signing. Master’s students from Estudia, the FoE student organization, together with FoE doctoral students, ran a community service program for nearly 100 pupils. The program covered six sessions: gender in Islam, STEM-based learning, empathy and inclusivity, objective measurement, basic counseling skills for teachers, and English.
source: https://uiii.ac.id/uiii-and-dompet-dhuafa-sign-moa-to-strengthen-educational-collaboration/
Focus on Long-Term Impact, keeping your ultimate vision in mind even when progress feels slow
Focus on Long-Term Impact, keeping your ultimate vision in mind even when progress feels slow
by Agustian Ramadana Putera
Publishing a paper in a reputable scientific journal is something I consider a distant achievement. When I got the news this morning that my paper draft had been accepted and officially published in the journal website, my first reaction was not just excitement. I felt very grateful, alhamdulillah bi ni’matihi tatimmu sholihat, and also reflective.
As a student who pursue Ph.D degree and as a novice researcher, I begin to realize that academic publication is not just about having paper published, read by plenty of people and hopefuly cited by other researchers. Behind every publication, there is a long process of learning and very slow progress: learning how to generate questions, synthesize the literature, collect and analyse the data, drafting the menuscript and respond to reviewer criticism, and probably learn to accept the first version of my draft is not rarely the best version.
This experience also triggered me to think about academic culture where novel researchers can grow. In numerous Indonesian universities, publication has become one parts of academic requirement encountered by many students, especially master and doctoral. In several cases, students may be required to publish their writings in reputable journal and this becomes the prerequisite for them to graduate. Through formal policy, institutions attempt to encourage students to involve in scholarly conversation and introduce them to standards of academic publishing. This probably add another burden to students who in fact is not having skills, expertise and experience in journal article publication.
Yet another side of the story exists.
When publication is manifested as primary requirement of graduation, students may view research differently. They probably conduct research because they have to. They may pick a research topic due to its manageability, not because they are really curious about the topic. They may then be keen on publication because they want to graduate as soon as possible, instead of the desire to contribute to a wider academic community. In this case, I never declare that publication policy is totally flawed in principle. The concern is probably what happen around that obligation.
Do students obtain sufficient support that help them to develop as novice researcher? Do they have people who are willing to discuss their idea, check their draft, and accompany them throughout difficult revision time? Do they feel research as an intellectual journey or just like another administrative responsibility? For me personally, this is where academic culture of Faculty of Education (FoE), Universitas Islam Internasional Indonesia (UIII) has made a meaningful distinction.
I have been blessed to encounter an environment that encourage me to see research not merely as something that must be finished, but as something that can be developed. The support from academics, staff, colleague, and my wife, who is also student of FoE UIII and author of this paper, has given me space to ask question, reflect on mistakes, refine my thinking, and of course keep trying.
As a novice researcher who is always learning, this kind of condition matter enormously. A productive research cannot be achieved by setting a high publication target. It begins from an environment where students can learn safely, ask question continuously, and feel backed enough to keep improving.
This is indeed crucial for PhD students, particularly for those who will be in academics field for their chosen career. We are still learning how to navigate the academic world. We are learning to transform curiosity into research questions, observation into evidence, idea into scholarly contribution, and so forth. How well students develop is significantly influenced by the environment in which learning actually takes place.
This is the reason why I view this publication more than just my private accomplishment. Because of the fortune I received from FoE UII, I hope that I am able to provide a similar environment for my students later. I want them to feel research not as forced obligation, but as an opportunity to explore ideas and satisfy curiosity. If the support I obtained today change the way I approach research, hopefully I can inherit that experience to the students I supervise in my university.
Life Is Short, the Craft Is Long, and Opportunity Fleeting: An FoE Dual-Degree Student's Notes from London
Life Is Short, the Craft Is Long, and Opportunity Fleeting: An FoE Dual-Degree Student's Notes from London
By Aliva Erhan
How does it feel when life ultimately carries you to a place you have never been before? Miles away from familiarity, with a definite task to accomplish and a distinct load to bear? How does it feel when, after two years of study, you are set to earn two master’s degrees from two institutions of your choice, with twice as many opportunities to explore your passions? When it happened to me over this past year, it turned out to be a bittersweet journey: demanding yet deeply rewarding for the chance to see a broader world. And here I am, the first dual-degree student in the MA in Education at Universitas Islam Internasional Indonesia, currently in my second year of the program, pursuing the MA in Islamic Studies at SOAS University of London.
On September 20, 2026, at 12:35 PM BST, Heathrow Airport became London's first greeting to me. I flew alone, experiencing a roughly 19-hour flight for my very first trip abroad from Indonesia. My family and classmates from the MA Education Batch 5 came to see me off at the airport that night, blessing me with their support and prayers. I am pursuing this program under the LPDP scholarship, which I applied for through the regular track in Batch 1 of 2025. After a rigorous selection process, I finally started my studies in MA Education at UIII in September 2025 before transitioning to MA Islamic Studies at SOAS University of London in September 2026.
Given the demanding nature of this program, I am fortunate to have academic advisors from both universities easing my path. At UIII, Assoc. Prof. Tati Latipatud Durriyah, Ph.D., as my academic advisor, assisted me in evaluating course selections and calculating credits, through continuous consultation sessions, both offline and online. The Dean, Prof. Nina Nurmila, Ph.D., also actively monitored my application progress to SOAS. My application to SOAS was submitted independently, much like any standard full-year MA application, and it was submitted during my second semester at UIII, only with a dual-degree cover letter from the faculty. Now in my second year, I have been assigned Prof. Mustafa Shah from SOAS as my academic advisor, who has been equally communicative and highly responsive.
As it turns out, undertaking a dual degree is highly rewarding, especially when you are studying something you are genuinely passionate about. Not to mention having the chance to connect with people from various countries, cultures, backgrounds, academic fields, and institutions. For someone who enjoys observing and reflecting on the richness of the living world, like me, it brings a deep sense of satisfaction. Opportunities to engage in international events and conferences are also boundless. In my case, studying in London means such events are happening almost constantly. Similarly, at UIII in Depok, being so close to Jakarta meant there were abundant opportunities to enrich both academic and non-academic experiences. With that in mind, as long as time and my personal capacity allow, I try not to miss them.
However, the responsibility and consequences are also significant. A dual degree means taking on double coursework, including, in my case, another 180 credits at my second university. Before going further, though, it is worth noting that dual-degree schemes may vary across universities. Hence, it is essential to thoroughly research and understand the technical details from the very beginning (consulting directly with the faculty can provide clear guidance on this). While non-dual-degree students can start to focus on independent study and theses in the third semester, I still have to complete a whole new set of modules at the partner university while writing two theses. Nevertheless, for me, this remains entirely worth it for the opportunity and exposure it brings.
Academic workload is indeed one of the most important things to consider for those who are interested in taking this program. Ideally, it is best to map out your academic direction and goals early on to simplify module selection. Beyond that, as much as possible, choose a field that aligns with your interests. This is because psychological well-being deserves equal consideration; a demanding academic workload combined with a disconnect in interest or study environment would only multiply the mental toll.
Furthermore, the ability to adapt quickly is essential. Dual-degree students have to go through a relatively compressed cycle of adaptation: settling in at the first university at the start of year one, completing modules, packing up by the end of the year, then settling in at the partner university in the second year, completing more modules and theses, and then packing up again by the end of the year, to finally settle into ‘real life’ all over again. Life is short, the craft is long, and opportunity fleeting, Hippocrates said. Sometimes, it can feel almost unreal to learn from experts in their respective fields, to encounter so many ideas and disciplines, to immerse yourself in unfamiliar ways of thinking, all within such a remarkably short period of time. We are not yet experts, yet everything passes so quickly. But perhaps that is what life is: fleeting before our eyes as we live it. After all, coming back to the context of pursuing a dual degree, this is not a small commitment, and neither are many of the other decisions we make in life. It is worth taking the time to understand what we are choosing, what it may ask of us, and whether we are ready to embrace it.
By the time this essay is published, I will have spent almost three weeks in London. At UIII, I used to study and do my work in the student room of the Faculty A Building, at the corner, across from Classroom 18. Now here, I have found a new basecamp: the lounge on the lower ground floor of the SOAS main building, just around the corner from the female prayer room. The learning experience at both institutions has been deeply fulfilling for me. I have been able to benefit from the strengths of each university, and most importantly, I have found what I need and what matters to me. Moving forward, perhaps I will also have more opportunities to explore the UK further and, if time allows, Europe as well? Until the next chapter. May every dreamer draw closer to what they dream of and to what is good and meant for them.
Lesson Learned and Future Collaboration: A Reflection on Joining a Summer Program at Shaanxi Normal University (SNNU)
Lesson Learned and Future Collaboration: A Reflection on Joining a Summer Program at Shaanxi Normal University (SNNU)
by Destina Wahyu Winarti
Lecturer at the Faculty of Education, UIII
The opportunity to participate in the Summer Program at Shaanxi Normal University, in Xi’an, China was a meaningful and insightful experience for me, both academically and personally. Funded by the Chinese Government Scholarship 2026, the program was held from 14 to 29 September 2026 and was designed to foster international academic exchange and research collaboration. Five participants from Indonesia, including myself, joined this program which was particularly designed for graduate students and early-career researchers.
One of my first impressions of SNNU was the academic environment at Yanta Campus. The arrangement was quite different from what I am accustomed to in Indonesia. During our visits to three Professors’ laboratories, I noticed that professors and their postgraduate students worked together in the same space. Ph.D and master’s students generally worked on research projects related to their supervisors’ areas of expertise. I found this arrangement particularly interesting because it seemed to encourage close interaction between supervisors and students. Being physically together also created opportunities for frequent discussion, exchange of ideas, and informal academic conversation. In my view, this environment can help sustain students’ engagement and perseverance in their research.
I was also struck by the relationship between professors and students. Despite working in the same room and interacting frequently, I observed a strong sense of respect toward professors. This reminded me of the cultural differences I experiences during my own education in the Netherlands and Australia, where relationships between students and lectures tend to be more informal. As someone from an Asian cultural background, I found the academic cultural I observed at SNNU familiar and, in some ways, more aligned with my own cultural understanding of respect for teachers.
A particularly valuable part of the program was the opportunity to work closely with Professor Ma Hongliang, Vice Dean of the Faculty of Education and head of the AI and STEM Education Research Center. From the second day of the program, we began discussing possibilities for future collaborative research. I found this especially exciting because our research interests intersect in STEM Education, although we approach it from somewhat different perspectives. Professor Ma’s work focuses strongly on teachers’ professional development (PD), Artificial intellegence or AI, robotics, applications, and the practical implementation of STEM Education, while my research interest focuses more on spatial thinking, students learning, and the conceptual foundations and values of STEM education.
Our discussion helped me reflect on my own research direction. I realized that I have increasingly focused on understanding what STEM education means, why particular aspects of STEM learning are important and how spatial thinking can contribute to meaningful STEM learning. At the same time, Professor Ma’s work offers a strong connection to the practical implementation of STEM through technologies such as AI and robotics. I believe these complementary perspectives provide a promising foundation for collaboration between SNNU and UIII. Together, we hope to explore STEM education not simply as the integration of Science, Technology, Engineering and Mathematics or as the use of advanced technologies, but as an approach that develops meaningful ideas, values and students’ interests in STEM fields.
The workshops offered during the program also provided valuable learning opportunities. The sessions covered STEM teachers’ Professional Development (by Prof, Ma Hongliang), designing better video-based learning (by Prof, Pi Zhongling), generated instructional videos and the design of video-based pedagogical agents (by Prof. Zhou Yun) and assessing students’ computational thinking (by Dr. Wang Qin). These topics were closely connected to my research interest and provided new perspectives that may inform my future research and potential collaborations with SNNU.
Beyond the academic activities, I also appreciated the opportunity to learn about Chinese education and culture. Visiting the Museum of Education at SNNU Chang’an campus helped me understand how education, teacher education, history, and traditional culture have developed in China. The museum’s integration of education, research, cultural preservation and art provides a broader perspective on the relationship between education and society.
The visit to Xi’an Gaoxin No. 50 Primary School was another memorable experience. Seeing the school environment, students’ activities, and learning facilities allowed me to observe aspects of primary education in China firsthand. I was particularly interested in the school daily schedule, from 8.00 am to 4.30 pm, which is relatively long compared with many Indonesian primary schools. This observation made me wonder about the relationship between the amount of time students spend at school and their academic development, wellbeing and attitudes toward learning. It is a question that I would be interested in exploring further rather than simply assuming that longer school hours necessarily lead to better outcomes.
Overall, the summer program at SNNU gave me so much more than exposure to another university and education system. It encouraged me to reflect on my own academic identity, research interest, and assumptions about education. Not every practice I observed in China can or should be directly applied to the Indonesian context. However, the experience reminded me that international academic exchange is precisely valuable because it allows us to see our own practices from a different perspective.
Most importantly, I see this program not as the end of an academic visit, but as the beginning of a potential long-term relationship between SNNU and UIII. I hope that the connections established during these two weeks will develop into meaningful collaborative research, particularly in STEM education, teacher professional development, AI, and spatial thinking, while ultimately contributing to efforts to build students’ interest and engagement in STEM fields.
Cultivating distance learning: Developing and validating online teacher engagement scale using Rasch model
Kristiana, I. F., Simanjuntak, E., Sumintono, B., Prihatsanti, U., & Shofiefany, C. N. (2026). Cultivating distance learning: Developing and validating online teacher engagement scale using Rasch model. Jurnal Psikologi, 25(2), 176-193. https://doi.org/10.14710/jp.25.2.176-193
Abstract
Background: Teacher engagement plays a crucial role in determining the success of online learning, particularly as digital education becomes increasingly prevalent. However, instruments to accurately assess teachers’ engagement in online learning contexts remain limited.
Purpose: This study aimed to develop and validate a measurement scale to assess teacher engagement in online learning.
Method: The study involved 411 teachers from elementary to middle schools across various regions in Indonesia. The initial version of the Online Teacher Engagement Scale (OTES) consisted of 40 items measured using a five-point Likert scale. Data were analyzed using the Rasch model.
Findings: The analysis demonstrated that the OTES possessed strong psychometric properties, with a person reliability index of .89 and an item reliability index of .99. The 32 items were valid after passed some item tests criteria in the Rasch analysis. The explained raw variance of 38% suggested that the OTES measured the intended construct adequately, although five items displayed gender-based DIF, leading to their exclusion.
Implication: OTES has broad potential as an evaluation instrument for schools, universities, and teacher training institutions in monitoring the level of teacher involvement during online learning.