Digital Innovation and Transformative Learning in the Era of Society 5.0: The Case of learningsundanese.com
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| Title: | Digital Innovation and Transformative Learning in the Era of Society 5.0: The Case of learningsundanese.com |
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| Language: | English |
| Authors: | Nia Rohayati (ORCID |
| Source: | Educational Process: International Journal. Article e2026044 2026 22. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Web Sites, Electronic Learning, Second Language Learning, Computer Mediated Communication, Technology Integration, Transformative Learning, Foreign Countries, Indonesian Languages, Web Based Instruction, Multimedia Instruction, Cultural Education |
| Geographic Terms: | Indonesia |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: The decline in the use of the Sundanese language among younger generations demands innovations in education that combine digital technology and cultural heritage. The proposed paper seeks to explore how learningsundanese.com can be used in the transformational learning process and how it can preserve local identity within the human-oriented paradigm of Society 5.0. Materials/methods: Using a qualitative case study design, the study investigates the platform as a cultural and pedagogical ecosystem. The data were gathered through non-participatory observation, digital content analysis of multimodal materials, and a literature review on culture-based digital learning. The thematic analysis of the data was grounded in the Technology-Pedagogy-Culture (TPC) paradigm, which emphasizes the integration of technological affordances, pedagogical design, and local cultural content. Results: The results demonstrate that learningsundanese.com uses multimodal and interactive materials in order to involve users in collaborative learning, critical reflection, and participatory discussion. Its blending of Sundanese folklore, proverbs, and traditions enhances cultural literacy and identity, contributing to a change in perspective. The design of the platform encourages critical thinking, linking linguistic practice with cultural meaning-making and community-based interaction. Conclusion: The research finds that learningsundanese.com can be identified as a digital innovation and a cultural space for transformative learning, aligning with the principles of Society 5.0. In practice, the results imply that teachers and policymakers can encourage analogous local-language online programs by integrating cultural content and establishing cooperation with cultural communities. The study will aid in formulating humanistic, contextual, and technology-mediated models of learning that intersect in innovation and cultural sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505525 |
| Database: | ERIC |
| Abstract: | Background/purpose: The decline in the use of the Sundanese language among younger generations demands innovations in education that combine digital technology and cultural heritage. The proposed paper seeks to explore how learningsundanese.com can be used in the transformational learning process and how it can preserve local identity within the human-oriented paradigm of Society 5.0. Materials/methods: Using a qualitative case study design, the study investigates the platform as a cultural and pedagogical ecosystem. The data were gathered through non-participatory observation, digital content analysis of multimodal materials, and a literature review on culture-based digital learning. The thematic analysis of the data was grounded in the Technology-Pedagogy-Culture (TPC) paradigm, which emphasizes the integration of technological affordances, pedagogical design, and local cultural content. Results: The results demonstrate that learningsundanese.com uses multimodal and interactive materials in order to involve users in collaborative learning, critical reflection, and participatory discussion. Its blending of Sundanese folklore, proverbs, and traditions enhances cultural literacy and identity, contributing to a change in perspective. The design of the platform encourages critical thinking, linking linguistic practice with cultural meaning-making and community-based interaction. Conclusion: The research finds that learningsundanese.com can be identified as a digital innovation and a cultural space for transformative learning, aligning with the principles of Society 5.0. In practice, the results imply that teachers and policymakers can encourage analogous local-language online programs by integrating cultural content and establishing cooperation with cultural communities. The study will aid in formulating humanistic, contextual, and technology-mediated models of learning that intersect in innovation and cultural sustainability. |
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| ISSN: | 2147-0901 2564-8020 |
