A COMPETENCY-BASED SMART CLASSROOM FRAMEWORK FOR LANGUAGE INSTRUCTION IN HIGHER EDUCATION.

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Bibliographic Details
Title:	A COMPETENCY-BASED SMART CLASSROOM FRAMEWORK FOR LANGUAGE INSTRUCTION IN HIGHER EDUCATION.
Authors:	Subandiyah, Heny¹ henysubandiyah@unesa.ac.id, Nasrullah, Riki¹, Adhimas, Yogi Bagus¹, Abdullah, Muhaimin¹, Ramadhan, Rizki¹, Xu, Han²
Source:	Journal of Educators Online. Sep2026, Vol. 23 Issue 3, p1-15. 15p.
Subject Terms:	Digital literacy, Active learning, Effective teaching, Academic support programs, Foreign language education, Higher education, Outcome-based education, Interactive learning
Abstract:	The goal of this study was to create a holistic competence profile for language-teaching lecturers at institutions of higher education that incorporates pedagogical, digital, and institutional dimensions. The methodology adopted in this study was an exploratory design using a mixed-methods strategy that included 120 lecturers in the three main regions of Java. The findings demonstrate that the lecturers had a mediocre to good knowledge of the core concepts of the smart classroom and were comparatively well-prepared for the technology. However, the implementation of active learning strategies remains uneven and institutional support is not yet fully maximized. The lecturers’ reflections indicated a high motivation for them to innovate, but they still lacked training and sufficient technical support. The results informed the generation of a Competency-Based Smart Classroom Framework that may function as a foundation of theoretical and practical insights for implementing technology-based learning effectively and sustainably at the tertiary level. The framework has the potential to guide training, policy, and classroom practice at the university level. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The goal of this study was to create a holistic competence profile for language-teaching lecturers at institutions of higher education that incorporates pedagogical, digital, and institutional dimensions. The methodology adopted in this study was an exploratory design using a mixed-methods strategy that included 120 lecturers in the three main regions of Java. The findings demonstrate that the lecturers had a mediocre to good knowledge of the core concepts of the smart classroom and were comparatively well-prepared for the technology. However, the implementation of active learning strategies remains uneven and institutional support is not yet fully maximized. The lecturers’ reflections indicated a high motivation for them to innovate, but they still lacked training and sufficient technical support. The results informed the generation of a Competency-Based Smart Classroom Framework that may function as a foundation of theoretical and practical insights for implementing technology-based learning effectively and sustainably at the tertiary level. The framework has the potential to guide training, policy, and classroom practice at the university level. [ABSTRACT FROM AUTHOR]
ISSN:	1547500X