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The development of artificial intelligence (AI) has brought about significant changes in higher education, particularly in how students acquire, understand, and manage academic information. This study aims to deeply understand students' experiences using AI as a learning tool and explore how they interpret the technology's role in supporting academic activities. A qualitative phenomenological approach was used, with three informants selected purposively from various study programs actively using AI. Data were collected through semi-structured interviews, observation, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing. The results show that students view AI as an effective tool for improving learning efficiency, deepening conceptual understanding, and motivating them to be more independent and creative. However, challenges were also identified, including dependence on technology, doubts about the accuracy of information, and concerns about academic ethics violations such as digital plagiarism. Student experiences also demonstrate that AI plays a dual role as both a learning tool and a cognitive partner in the modern learning process. Therefore, the use of AI needs to be directed wisely and accompanied by strong digital literacy to balance technological convenience and the development of critical thinking skills. These findings emphasize the importance of adaptive, humanistic, and ethical learning strategies in the era of digital higher education transformation.

In the modern era, embedded systems and the Internet of Things (IoT) are experiencing rapid and continuous development, with their usage projected to match or even exceed the number of IoT devices globally. This technological transformation has influenced various sectors, including education, which must adapt to current digital advancements. Therefore, it is important for educational institutions to integrate embedded systems and IoT concepts into their curricula to ensure that learning remains relevant to industrial and technological demands. Improving the competence and technological literacy of students and lecturers in the fields of embedded systems and IoT, particularly for smart control applications, is expected to strengthen academic capabilities and practical skills. Through this development, higher education institutions can encourage innovation and the application of technology-based solutions in solving real-world problems. Furthermore, this effort supports the implementation of the Tri Dharma of Higher Education, especially in the areas of education and research, by promoting applied research projects and collaborative learning activities based on embedded systems and IoT technologies.

In the modern era, embedded systems and the Internet of Things (IoT) are experiencing rapid and continuous development, with their usage projected to match or even exceed the number of IoT devices globally. This technological transformation has influenced various sectors, including education, which must adapt to current digital advancements. Therefore, it is important for educational institutions to integrate embedded systems and IoT concepts into their curricula to ensure that learning remains relevant to industrial and technological demands. Improving the competence and technological literacy of students and lecturers in the fields of embedded systems and IoT, particularly for smart control applications, is expected to strengthen academic capabilities and practical skills. Through this development, higher education institutions can encourage innovation and the application of technology-based solutions in solving real-world problems. Furthermore, this effort supports the implementation of the Tri Dharma of Higher Education, especially in the areas of education and research, by promoting applied research projects and collaborative learning activities based on embedded systems and IoT technologies.

The rapid development of Artificial Intelligence (AI) technology presents significant opportunities to improve the quality of learning; however, its utilization in school settings is still constrained by teachers’ limited competencies. This community service program aims to enhance teachers’ competencies in utilizing AI-based learning technologies in a pedagogical, ethical, and practical manner. The implementation method consisted of preparation, implementation, and evaluation stages. The activities were carried out through interactive workshops, demonstrations of AI-based educational tools, hands-on practice with mentoring, and evaluation using pre-tests and post-tests. The results indicate a significant improvement in teachers’ understanding and skills in using AI for lesson planning, instructional media development, and learning assessment. Teachers also demonstrated more positive attitudes and greater confidence in integrating AI into classroom practices. Nevertheless, challenges such as varying levels of digital literacy and limited technological infrastructure were still identified. Overall, this community service activity proved effective in improving teachers’ competencies and has the potential to support more innovative and adaptive learning transformation in the digital era.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

Digital transformation and advances in artificial intelligence (AI) have fundamentally changed the demands of the workplace, creating a gap between graduate competencies and industry needs. This study aims to evaluate the effectiveness of AI Agent-based career adaptability psychoeducation as a community empowerment strategy to improve the work readiness of high school/vocational school and university graduates. The study design used a descriptive-interventional approach with 27 participants who participated in a four-week online training. Data were collected through a pre-post survey using the Career Adapt-Abilities Scale (CAAS) and qualitative observations during the training. The results of the Wilcoxon Signed-Rank test showed a significant increase in career adaptability scores (Z = –4.543, p < .001), with all participants experiencing increased career adaptability. Observations showed that participants became more confident, reflective, and proactive in designing their career directions after interacting with the AI ​​Agent. These findings indicate that psychoeducational interventions integrated with intelligent technology can strengthen the adaptive capacity and work readiness of the younger generation. Theoretically, this study expands the application of the career adaptability concept in the context of AI-based learning; In practice, the results provide a relevant community empowerment model for educational and employment institutions in the era of digital disruption.

Islamic education has a strategic role in shaping the character, morality, and spirituality of students, but it is faced with complex challenges in the era of social, cultural, and technological transformation. The low pedagogic and professional competence of some teachers, the limitations of digital literacy, the dominance of conventional learning methods, and a less contextual curriculum are significant obstacles. This service program is designed to improve the competence of madrasah teachers through participatory training approaches, intensive mentoring, and strengthening learning communities based on the concepts of Technological Pedagogical Content Knowledge (TPACK) and Professional Learning Community (PLC). Activities include initial assessments, competency workshops, the use of learning technology, weekly mentoring, and pre-test and post-test evaluations. The results showed a significant increase in pedagogic competence (28%) and mastery of technology (34%), accompanied by positive changes in motivation, innovative attitudes, and awareness of contextualization of teaching materials. However, time constraints, variations in digital literacy, and institutional support are obstacles that need to be overcome through synergy between stakeholders. These findings underscore the importance of continuous, reflective, and contextual coaching models to strengthen the role of teachers as agents of change in Islamic education.

This study aims to analyze the role of vocational education in strengthening human capital in the era of Industry 5.0 through a case study of students at SMK Entrepreneur Indonesia Sragen. Vocational education is a crucial component in developing competent, adaptive, and innovative human resources in the face of technological disruption and changing job market needs. Using a descriptive-qualitative approach, this study examines how the implementation of a competency-based curriculum, entrepreneurship training, and collaboration with the industrial world can improve the quality of human capital. The results show that vocational education at SMK Entrepreneur Indonesia Sragen successfully improves students' technical abilities, digital skills, and entrepreneurial spirit, thus better preparing them to face the demands of the world of work in the era of Industry 5.0. In addition, policy support, teacher training, and technology-based learning facilities also strengthen learning outcomes. This study confirms that vocational education plays a strategic role in producing productive, creative, and globally competitive graduates. Strengthening human capital through vocational education is a key factor in accelerating Indonesia's economic transformation towards an intelligent and highly competitive society in the digital era.

Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators who are adaptive, creative, innovative, and responsive to the latest technological developments. This research aims to explore in depth the multidimensional role of economics teachers in optimizing visual learning media to increase students' interest in learning in the digital era, especially at SMAN 1 Lewolema in the 2024/2025 academic year. Using a descriptive qualitative approach, this study involved one economics teacher and 23 students of class X through observation, interviews, and comprehensive documentation. The results show that teachers play the role of innovative learning designers, interactive facilitators who encourage active participation, motivators who arouse the spirit of learning, and innovators who make effective use of visual media. The integration of visual learning media is carried out with a contextual and interactive approach, so that it is able to transform the student learning experience holistically. The positive impacts identified include an increase in the affective dimension through a sense of pleasure, a cognitive dimension through a better understanding of the material, and a conative dimension through increased focus, interest, and motivation of students to learn. However, the implementation of the use of visual learning media cannot be separated from various challenges. Obstacles that arise include the limitations of technology infrastructure in schools, the gap in teachers' digital competencies, and the diversity of students' psychological characteristics that affect acceptance of new methods. This research makes a theoretical contribution to understanding the dynamics of educational technology integration in Indonesia, as well as offering a practical blueprint for schools with limited resources.

This study aims to analyze the improvement functions and principles of education management in supporting digital transformation, emphasizing the use of technologies such as school management systems (SIS), learning management systems (LMS), and performance monitoring applications. The research method used was a literature review of 15 scientific articles published between 2020 and 2024, which discussed relevant issues related to digital education management. The results of the study indicate that the main functions of management in education, namely planning, organizing, directing, and controlling, are increasingly important when integrated with the principles of effectiveness, efficiency, innovation, and participation. The planning function emphasizes the development of school digitalization strategies, organizing plays a role in allocating human and technological resources, directing includes empowering teachers and students in the use of technology, while controlling functions to ensure the quality of education services is maintained during the digital transformation process. In addition, adaptive education management principles are essential. Effectiveness emphasizes the measurable achievement of digitalization goals, efficiency highlights the optimal use of resources, innovation encourages the creation of creative technology-based learning strategies, and participation invites all education stakeholders to be actively involved. Key factors supporting successful digital transformation include infrastructure readiness, improved teacher digital competency, visionary and adaptive leadership, and government policy and political support. However, this study also identified several challenges, such as disparities in access to digital infrastructure between regions, limited digital literacy among teachers and education personnel, and resistance to change. Therefore, improving the functions and principles of educational management in line with technological developments is believed to strengthen the quality, equity of access, and competitiveness of education in the digital era.

The transformation of education in the digital era demands inclusive, creative, and relevant learning innovations in line with technological developments. To address these challenges, utilizing digital platforms is a strategic step in driving the digitalization of education. One innovative solution that is becoming widely used is no-code platforms like Thunkable, which enable users, including students, to create applications without having to master complex programming. This article reviews the results of a community service activity conducted at SMA Negeri 2 Sorong City, focusing on improving digital literacy and strengthening 21st-century skills through training in creating educational applications based on Thunkable. This activity utilized experiential learning and project-based learning approaches, implemented through hands-on training, interactive demonstrations, independent practice, and participatory evaluation. This training not only targeted students as the primary participants but also involved teachers as facilitators who accompanied the learning process and encouraged the application of training outcomes in classroom activities. Evaluation results showed a significant increase in student enthusiasm, critical thinking skills, and creativity in designing simple educational applications tailored to learning needs and local contexts. Despite obstacles such as limited digital devices and uneven internet access, this activity still succeeded in creating an innovative and transformative learning space. Furthermore, this training makes a significant contribution to supporting the implementation of the Pancasila Student Profile, particularly in the areas of digital literacy, independence, mutual cooperation, and creativity. It also serves as an effective means to instill the value of digital responsibility and foster a learning culture that is adaptive to technological change. The success of this program demonstrates that a simple yet applicable technology-based approach like Thunkable can be replicated in other schools, particularly in the 3T (disadvantaged, frontier, and outermost) regions, with the support of structured and collaborative training.

Science continues to advance over time. This development has led to the birth of various new technologies that mark the progress of the times. Currently, technology has entered the digital era, where almost all areas of life are beginning to utilize these advances to increase work efficiency and effectiveness. In Indonesia, digital transformation has also penetrated various sectors, including education. This change presents a significant opportunity for the world of education to expand access, improve the quality of learning, and encourage innovation in teaching methods. As an entity closely linked to human culture and civilization, education has undergone significant changes in the era of globalization. The use of digital technologies, such as online learning, learning management systems (LMS), and interactive media, has become an integral part of the educational process. This not only facilitates the delivery of material but also opens up more flexible and inclusive learning opportunities for various levels of society. However, behind these opportunities, challenges also arise, such as disparities in technology access, low digital literacy in some communities, and the need to adapt curricula and teaching methods to be relevant to current developments. Therefore, the success of educational transformation in the digital era depends not only on the availability of technology but also on the readiness of human resources, including educators and students, to optimize its use. Therefore, the development of digital science and technology has become a driving force for global educational change. Education is required to adapt quickly and accurately to produce a generation that is not only academically intelligent.

The COVID-19 pandemic has triggered a transformation in online learning, requiring teachers and lecturers to adapt to educational technology, including Virtual Reality (VR) Tour. However, limited understanding and motivation are the main challenges in implementing this technology. This community service aims to provide practical training in developing VR Tour as an interactive learning media for teachers and lecturers at Rumah Diklat Indonesia. The implementation method involves an online workshop using the Zoom application, which includes a tutorial on creating 360° panoramic photos via Google Street View and processing VR Tour via the Theasys.io platform. Participants also receive technical guidance and hands-on practice sessions. The results show that participants are able to produce VR Tour content for learning, as well as improve their understanding of technology integration in education. This training equips participants with basic skills to develop virtual learning media, expand students' learning access creatively and innovatively. In conclusion, the use of VR Tour has the potential to improve the quality of distance learning, while encouraging educators to continue to adapt to technological developments in the digital era.

The aim of this research is to analyze the development and implementation of contemporary learning methods in the context of Islamic education, highlighting the role of digital transformation in enhancing the effectiveness and relevance of religious education. The approach used is a literature study with a qualitative method, analyzing scientific literature and related credible sources. The main findings indicate that the integration of digital technology such as LMS, interactive videos, and artificial intelligence can enhance student engagement, collaboration, and the development of critical and creative skills, thereby addressing the challenges of the times. However, the limitations of the research include the lack of direct empirical data from field applications and the need for adaptation to local characteristics. The practical implication of this study is the importance of developing teacher competencies and designing a flexible and contextual curriculum to support the effective implementation of this method. The original value of this research lies in the integration of contemporary educational concepts with Islamic educational values, as an innovative solution to meet the needs of adaptive and meaningful education in the global digital era.

The development of digital technology and artificial intelligence (AI) has brought major changes in the world of accounting, both in terms of work processes and the professional competencies needed. This Community Service activity aims to improve the digital competence of Vocational High School (SMK) students in the field of accounting, especially in understanding and adopting the role of technology and AI wisely. The activity was carried out in the form of an educational seminar at SMK Al Fatah Banjarnegara involving 100 students majoring in Accounting. The material includes the transformation of the accounting profession due to digitalization, the introduction of AI-based accounting software, and the importance of data literacy and critical thinking skills. The results of the activity showed an increase in students' understanding of the role of AI in accounting, as well as the formation of a mindset that AI is a tool, not a substitute for the human profession. This activity has a positive impact on fostering digital awareness, readiness to adapt, and student learning motivation. Potential future development includes practical training and replication of similar activities in other vocational schools. With the right approach, vocational school students can be prepared to become a superior and relevant vocational workforce in the era of digital transformation.

Educational transformation through the use of interactive technology is an integral part of the implementation of the Merdeka Curriculum, especially in Mathematics learning in Elementary Schools (SD). This curriculum emphasizes a contextual, student-centered, and adaptive learning approach to the challenges of the digital era. This study aims to analyze the role of interactive technology in improving the effectiveness of Mathematics learning and developing 21st-century skills in elementary school students. Various digital media such as GeoGebra, gamification applications, and visual simulations are used to help students understand abstract concepts in a concrete and enjoyable way. The results show that technology integration supports the achievement of the Pancasila Student Profile by increasing creativity, independence, and critical thinking skills. Challenges such as limited infrastructure and teacher competency can be overcome through continuous training and development of relevant local content.

This paper provides a comprehensive examination of the concept and implementation of skill management as a cohesive set of competencies encompassing technical, interpersonal, conceptual, and strategic skills within organizational and entrepreneurial contexts. The background highlights the critical role of skill management in addressing the challenges posed by a highly competitive and rapidly evolving business environment, where mastery of these competencies determines both individual and organizational effectiveness in planning, organizing, leading, and controlling resources to achieve collective objectives. Grounded in a literature review of seminal works by Robbins & Coulter, Katz, Drucker, Mintzberg, Armstrong, and Barney & Hesterly, this study adopts a structured approach that covers definitions, classification of skill types, their roles in organizations, development strategies, implementation challenges, and applications in entrepreneurship. The findings indicate that: (1) technical, human, and conceptual skills are complementary across different managerial levels; (2) skill development requires a blend of formal education, field practice, mentorship, and technology utilization; (3) primary challenges include technological adaptation, complexity of decision-making, and limitations in training resources; and (4) in entrepreneurial ventures, effective skill management is fundamental to planning, finance, human resources, innovation, and communication. In conclusion, skill management should not be viewed as a static competency but as a strategic asset that must be continuously enhanced through lifelong learning, enabling both individuals and organizations to sustain growth and resilience in the era of globalization and digital transformation.

The development of digital technology has brought a significant transformation in the field of education, particularly in learning processes. Traditional teaching methods are now shifting toward more flexible, interactive, and accessible digital systems. This article discusses various strategies for integrating technology into learning in the digital era, including the use of Learning Management Systems (LMS), the application of Artificial Intelligence (AI), and the development of multimedia-based interactive learning content. Furthermore, strengthening digital literacy among teachers and students is a key focus in ensuring the successful implementation of technology in education. This study employs a literature review method by summarizing various scholarly sources and previous research findings. The results indicate that the appropriate application of technology in education can enhance learning effectiveness, promote student independence, and foster 21st-century skills. However, challenges such as unequal access to technology and the lack of teacher training remain obstacles that need to be addressed. Therefore, collaboration between educational institutions, the government, and the community is essential to create an inclusive and sustainable digital learning ecosystem. This article is expected to contribute to the development of adaptive learning strategies aligned with technological advancements and the needs of the times.    

The transformation of education in the digital era demands a more innovative and adaptive approach to deal with the ever-evolving global dynamics. Deep Learning comes as a learning paradigm that emphasizes active student involvement in a meaningful, reflective, and fun learning process. Not only oriented towards knowledge transfer, this approach also accommodates the development of critical thinking, problem-solving, creativity, and collaboration skills, which are the main pillars of 21st-century competencies. This article explores the role of Deep Learning in shaping an educational ecosystem that is more responsive to change and discusses effective implementation strategies at various levels of learning. With the integration of cognitive, affective, and psychomotor aspects, this approach aims to create learning that is more contextual, adaptive, and transformative. Deep Learning not only encourages students to develop deeper conceptual understanding but also strengthens the connection between science and its application in real life. Through project-based methods, exploration, and utilization of digital technology, this approach opens up opportunities for the formation of an independent, innovative, and globally competitive generation.

Entering the digital era, technology plays an important role in human life. The Covid-19 pandemic in 2020 accelerated the digital transformation, including the activities of school children aged 6-12 years. The use of gadgets can have both positive and negative impacts on children, so it is necessary for parents to play a role in managing screen time to maximise the positive impact and minimise the negative impact of gadget use on children.  This activity is a counselling for parents, children, and teachers conducted at TPQ Nurul Ilmi Makassar City. The methods used were lectures and discussions. The results of the activity were 25 parents and children, as well as 5 teachers who participated in counselling activities. Based on the results of the discussion, the use of gadgets can help children in finding learning resources and as an educational medium for children, some parents supervise and limit screen time for children but there are also some parents who cannot supervise optimally because they are busy working. Children are given gadgets with the hope that parents can contact their children easily. The advice given to parents is to limit screen time for children to a maximum of 2-3 hours per day and select applications and what children watch during screen time. Meanwhile, teachers need to develop learning methods so that children are more comfortable learning and playing than using gadgets.